Yearly Planning for the Secondary Teacher

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Yearly Planning for the Secondary Teacher Powered By Docstoc
					           Learning Styles and
         Long-Range Planning
          for the K-12 Teacher


     School of Education
    Teaching and Learning
EDTE 408 Principles of Teaching
• Yellow Team:
   – As a Team, create a poem
     in which you capture the             Board Work
     essence of the main theme
     of today’s reading.
• Black Team                       • Mauve Team
   – Create a “mime” in which         – Create a panel discussion in
                                        which the team members
     you will act out the main          will discuss the main theme
     theme of today’s reading.          of today’s reading
• White Team                       • Purple Team
   – Create a graphic organizer       – Write a personal reflection
     in which you represent             on what the reading for
     today’s reading.                   today means to you.
• Red Team                         • Blue Team
   – Write a song which               – Think of a visual way to
                                        depict the idea of multiple
     highlights the main theme          intelligences.
     of today’s reading. (You
     may use a tune that already
     exists)
                     Board Work (Cont.)

• Work Quickly.
• ALL team members must participate in the
  presentation.
• Your team’s final product must be ready in
  TEN minutes
  Multiple Intelligence Theory


Based on the work of Howard Gardner
   The Components of Intelligence
• A set of skills that enables an individual to resolve
  genuine problems encountered in one’s life.
• The ability to create an effective product or offer a
  service that is of value in one’s culture.
• The potential for finding or creating problems
  which enables an individual to acquire new
  knowledge.
• An identifiable location in the human brain for the
  processing of this type of thinking.
         Gardner’s Eight Intelligences

•   Verbal/Linguistic      •   Visual/Spatial
•   Logical/Mathematical   •   Musical/Rhythmic
•   Naturalist             •   Interpersonal
•   Bodily/Kinesthetic     •   Intrapersonal
     Verbal/Linguistic Intelligence
• Dimension
  – The ability to think in words and to use
    language to express and appreciate complex
    meanings
• Career Examples
  – Poets, Journalists, Public Speakers
• Things They Are Good At
  – Creative writing, humor/jokes, storytelling
                            100 WORDS

• Briefly skim through the 100 Words
  handout
• How many of these words do you
  recognize?
• Experts have decided that a working
  understanding of these words is necessary
  for success in college!
Logical/Mathematical Intelligence
• Dimension
  – The ability to calculate, quantify, consider
    propositions and hypotheses; carry out complex
    mathematical operations; handle long chains of
    reasoning; recognize patterns and order in the
    world
• Career Examples
  – Mathematicians, Scientists, Detectives
• Things They Are Good At
  – Outlining, graphic organizers, calculation
                Naturalist Intelligence
• Dimension
  – The capacity to observe, interpret, and construct
    patterns and meaning from the natural world
• Career Examples
  – National/State Park Interpreters, Naturalists,
    Outdoor Guides, Birders, Molecular Biologists,
    Rock Climbers
• Things They Are Good At
  – Sensing, Observing, Nurturing
   Bodily/Kinesthetic Intelligence

• Dimension
  – The capacity to manipulate objects and use a
    variety of physical skills, including both large
    and fine motor skills
• Career Examples
  – Athletes, Dancers, Surgeons, Craftspeople
• Things They Are Good At
  – Folk/creative dance, Physical gestures,
    Sports/Games
         Visual/Spatial Intelligence
• Dimension
  – The ability to think in both two and three
    dimensions; perceive the visual world
    accurately; recreate, transform, or modify
    aspects of the world based on one’s perceptions
• Career Examples
  – Sailors, Pilots, Sculptors, Painters, Architects
• Things They Are Good At
  – Active imagination, patterns/designs, pictures
   Musical/Rhythmic Intelligence
• Dimension
  – The capacity to discern and use pitch, rhythm,
    timbre, and tone
• Career Examples
  – Composers, Conductors, Musicians, Vocalists,
    Sensitive Listeners
• Things They Are Good At
  – Rhythmic patterns, vocal sounds/tones, music
    performance
          Interpersonal Intelligence
• Dimension
  – The ability to understand and interact with
    others effectively; notice and make distinctions
    among others
• Career Examples
  – Teachers, Actors, Politicians, Social Workers,
    Therapists, Salesperson
• Things They Are Good At
  – Intuiting others’ feelings, person-to-person
    communication, collaboration skills
           Intrapersonal Intelligence

• Dimension
  – The capacity to understand oneself through
    reflective processes, including one’s thoughts
    and feelings
• Career Examples
  – Psychologist, Theologians, Philosophers,
    Spiritual Leaders
• Things They Are Good At
  – Silent reflection, thinking strategies, inventing
                             What About You?
• Take and score the MIT
• Every human being has a learning style and every human
  being has strengths. It is as individual as a signature. No
  learning style is better or worse than any other style. All
  groups – cultural, academic, male, female, etc. – include
  all types of learning styles. Within each culture, socio-
  economic strata or classroom, there are as many
  differences as there are between groups.
• Within the confines of two pages, describe your own
  unique learning style. You may wish to use the results of
  the MIT as a guide to your thinking.
• Due Monday, January 31.
                                             Board Work
          “Give me your tired, your poor,
  Your huddled masses yearning to breathe free,
   The wretched refuse of your teeming shore,
 Send these, the homeless, tempest-tossed, to me;
     I lift my lamp beside the golden door.”
                          EMMA LAZARUS
           “The New Colossus,” Statue of Liberty Inscription
                   Ellis island: New York Harbor

1. What does this poem mean to you?
2. How has this reality impacted American Education?
3. Discuss these questions within your home teams.
        Traveling Ambassador Activity
• Blue Team                     • Purple Team
  – Multicultural Education: A   – Educational Equity
    Synthesis Conception       • White Team
• Yellow Team                    – Before the School Year
  – Examples of Multicultural      Begins
    Teaching                   • Red Team
• Black Team                      – The First Four Weeks and
   – Multicultural Education:       Beyond
     An Evolving Concept/The    • Mauve Team
     Controversy                  – Multicultural Perspective
                                    during Student Teaching
                           Student Diversity
           Traveling Ambassadors

1. Study your material as a team.
2. Prepare a five minute presentation on the material.
3. Identify your team’s “Ambassador.” (Oldest Member)
4. Send your “Ambassador” to visit the other teams.
5. Gather information from other “Ambassadors”
   who visit your Team.
6. Debrief your “Ambassador” upon her/his return.
                                      Board Work
• Some people have suggested that education could be
  improved if the planning process were centralized,
  occurring at the state or district level. Teachers would then
  be responsible for implementing preplanned units of study.
  This method would save teachers’ time, ensure uniform
  content, and provide for coordination between teachers at
  different grade levels.
   – Is this a good idea?
   – What advantages does it have?
   – What disadvantages?
• Discuss these ideas with your team. What does the team
  think? Jot down some ideas and turn them in your folder.
         Standards & Benchmarks


Expressing our Educational Aims and Goals
     What are national standards?

• Statements of desired content learning
  outcomes
• Generally expressed for specific content
  areas
• Generally expressed across a range of grade
  bands
           Who develops standards?

• At the national level, developed by
  representatives of content-area professional
  organizations
• At the state level development is guided by
  state departments of education
                  Who Uses Standards?

•   Classroom teachers
•   District-level consultants
•   State-level consultants
•   National leaders in content areas
•   Politicians
•   College teachers
           How are standards used?

• To establish aims of programs of instruction
• To determine content of programs of
  instruction
• To guide curriculum development
• To guide classroom planning
• To design student assessments
             What Are Benchmarks?

• Learning outcome statements which are
  subheadings of a specific standard
• Designed to provide more specific guidance
  about the meaning of the standard
• Written for specific developmental levels
  (grade bands)
      How Are Benchmarks Used?
• To establish goals of programs of
  instruction
• To determine content of programs of
  instruction
• To guide curriculum development
• To guide classroom planning
• To design student performance assessments
  and tests
    How Can I Use Standards and
                   Benchmarks?

• In determining content of courses
• In determining content of units of
  instruction
• In writing objectives for individual lessons
• In planning a classroom assessment system
Where Can I Find Standards and
     Benchmarks For My Area?
• Michigan Curriculum Framework
  – Michigan Curriculum Frameworks
    Overview.ppt (SED Server)
  – Michigan Curriculum Frameworks Overview
    (WEB )
  – Michigan Standards and Benchmarks (WEB)
• Seventh-day Adventist Essential Elements
  – http://circle.adventist.org/utils/lists/index.phtml
    ?list_id=1&current_page=1
            Assignment: Instructional
                               Goals
• Choose one content area
• Choose one level (Early Elementary, Later Elementary,
  Middle School, High School)
• Choose the standards/benchmarks you will use to
  develop your yearly plan, unit plan, lesson plans,
  and assessments for this course
• State the source where you studied these
  standards/benchmarks
• Due – Wednesday, February 2, 2005
Board Work: Preparing for your
                field interview
• How do experienced teachers plan? Your field
  interview with an experienced teacher should
  include questions dealing with planning. Some of
  the questions you ask could include:
   – Where do you begin?
   – What help are state and district (Union) curriculum
     guides?
   – Is there a teacher’s edition? How is it useful?
• As a team, create several other questions that can
  be used in the planning portion of your interviews.
            Yearly Planning


Long-range Planning With
    The End in Mind
                            Planning Model for
                             Effective Teaching

                        Year/Semester Plan
                                or
                       Course Outline/Syllabus


               Unit Plan      Unit Plan      Unit Plan


Lesson Plan   Lesson Plan   Lesson Plan    Lesson Plan   Lesson Plan


                            Assessment
                        Yearly Planning

• Survey available resources
  – Texts
  – Curriculum guides
• Create a course outline for year, semester,
  quarter, etc.
• Serves as a framework for later planning
  efforts
                        Purposes for
                 Long-range Planning
• Adapts Curriculum to
  Fit Teacher’s
  Knowledge and
  Priorities
• Helps Teacher Focus
  on the Structure and
  Content
• Develops a Practical
  Schedule for
  Instruction
         Developing a Course Plan

• Elementary or
• Secondary
       Work Day/Peer Review: Next
                          Session

• What To Bring:
  –   Copies of standards/benchmarks
  –   Curriculum Guides
  –   Textbooks
  –   Calendars
  –   Course Outline Designs
  –   Work already accomplished on assignment

				
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posted:6/2/2010
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