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Teaching in Large Classes

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					Teaching in Large Classes
Research
   Research
   Bibliography
   Our advantages
       Project Based Learning
       Alternative Assessment
       Planning time
       Technology
Planning, planning, planning
Room arrangements
Instructional Strategies
 Cooperative Learning
 Layered Curriculum

 On-line presence

 Automating teacher functions
Co-operative Learning Overview
   P ositive Interdependence
   I ndividual Accountability
   G roup processing
   S mall group skills
   FACE to face interaction
Positive Interdependence
   Students work together to attain a
    common goal. They succeed or fail
    together.
Individual Accountability
   Individual student performance is
    assessed and the results are reported to
    not only the individual but to the group.
    Each student contributes to the group's
    effort.
Group Processing
   Students reflect upon what was
    learned, how it was learned and how
    well the group functioned.
Small Group Skills/Teamwork
   Students must work together to reach
    goal. Students must attain skills for
    group to function successfully.
Face to Face Interaction
   Students are put into heterogeneous
    learning teams of 2 to 6 members.
    Teams are seated to facilitate
    interaction. Team building allows the
    members to become promotive of each
    other's learning.
Layered Curriculum

   Five steps to Project based,
    Differentiated Instruction
1) Give the students the assignment options


    Giving the students the assignment
     options and rubrics ahead of time
    Provide a variety of options that will
     allow the students to master the topic.
     Include products catering to different
     learning styles and levels of technical
     proficiency
      Divide the unit assignments
   Each layer should          Evaluation


    represent a depth of
    study on the topic.       Synthesis



                              Analysis



                            Application


                           Comprehension


                            Knowledge
C Layer
   Basic knowledge, understanding.
   Low level of technology
   The student builds on his/her current level of
    core information.
   Worksheets, maps, reading, lecture,
    vocabulary games and puzzles
    (Quia/funbrain), basic powerpoint, flash
    cards, Timeliner, image collage, summaries,
    etc.
B Layer
   Application or manipulation of the information
    learned in the C layer.
   Problem solving or other higher level thinking
    tasks can be placed here.
   Research, commercials, hyperlinked
    powerpoint with appropriate media, creation
    of database, interaction with “real world”
    activities, writing assignments involving
    persuasion, small cooperative learning
    projects, web page or electronic textbook,
    etc.
A Layer
   Critical Thinking and Analysis.
   This layer requires the highest and
    most complex thought as well as the
    most technical ability.
   Team video production, web page for
    teaching other classes, research and
    evaluation of web resources on a topic,
    etc.
Resources
   Books
   http://www.help4teachers.com/index.ht
    m
   http://differentiatedinstruction.com
Automating your classroom
   Laptops are a huge advantage when
    you begin to shift towards a student
    centered classroom
   Class web page
   Video Streaming
   Microsoft Producer
Automating teacher functions
(lecture, discussion)
   Lecture
   Blackboard
       Grading
       Discussion Boards
       Make up work

				
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