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Are you over-worked or under
                Eric Jensen
―The old model of planning focused on what
  content to be taught; the new model focuses on
  how the content can best be learned. We have
  moved from covering the content to uncovering
  the learning, from the teacher’s perspective, to
  the learner’s point of view.‖
 If Telling
We all would
   “Every once in a while, try to
  truly imagine what it must be
like to be in your own classroom.”
      Twelve Step Recovery Program for Lectureholics
        If you answer “yes” to three or more of the
            following, you may be a Lectureholic.
1.      Do you feel irresistibly drawn to the podium upon entering a room?
2.      Does body language in your class show lethargy?
3.      Are you not getting test results you want although you are teaching
        your heart out?
4.      Do you wish people would stop hands on strategies and group work?
5.      Are you really tired at the end of the day?
6.      Do you have “black outs” (like driving home w/o remembering the trip?)
7.      Have you ever wished you could tape yourself to replay each year and
        for subsequent classes?
8.      Are your lecture notes turning yellow?
9.      Does an observation, interrupt your lesson plan for the day?
10.     When your flash drive doesn’t work, do you feel that you’ve lost a family
11.     Does the mention of real world applications make you nauseous or give
        you hives?
12.     When you have laryngitis, do you need a stand in?
 There is an inverse
relationship between
     teacher talk
    and learning.

Are you striking out?
     The art of teaching is
       assisting discovery.
You can teach a lesson for a day,
 but if you teach curiosity, you
       teach for a lifetime.
The mediocre teacher tells,
  the good one explains,
 the superior one shows,
  the great one inspires.
        Active Learning Credo
                    What I hear, I forget.

           What I hear and see, I remember a little.

 What I hear, see, and ask questions about or discuss with
              someone else, I begin to understand.

What I hear, see discuss and do, I acquire knowledge and skill.

              What I teach to another, I master.
        The Harsh Realities
Our schools must change if they hope to
prepare our children for the demands of the
future. Someone recently estimated that more
information has been produced in the past 30
years than in the previous 5000. It is impossible,
and unnecessary, for our schools to teach it all.
The critical life skill for the 21st Century may
well be the ability to locate, sift through,
organize, verify, synthesize, and critically analyze
information as we need it.
               The REACT Test
Relating—Relating life experiences to new information
  to be solved.
Experiencing—Learning by exploration, discovery, and
Applying—Applying information in a useful context.
Cooperating—Learning in the context of sharing,
  responding, and communicating with others.
Transferring—Using and building on what the student
                                       Retention %
This is also           Reading
referred to                                  10%
as Brain
Based                                        20%
                   Discussion Groups
                   Practice by Doing
                 Teaching Others/
               Immediate use of Learning     90%
    Ideas for Making the Most of an
            Extended Period
   Break It Up—Use short 5-15 minutes activities
    with maybe one long activity, 30-45 minutes.
   Vary Instructional Strategies—at least 3 types of
    activities alternating between student & teacher
   Plan Opportunities for Movement—Keep them
   Incorporate Multiple Media
    Ideas for Making the Most of an
           Extended Period           2

   Make the Most of Transitions—Always give
    them a task! Think of State Changes.
   Make Use of School and Community
    Resources—Make your course relevant to the
    world outside of your classroom.
   Allow Time for Reflection—Journals, etc…
  Unblocking the Block

Students must have
        James Asher—TPR
     memory is enhanced through
  association with physical movement
Howard Gardner
  Multiple Intelligences
                   Howard Gardner
   Multiple Intelligences
       words (linguistic intelligence)
       numbers or logic (logical-mathematical intelligence)
       pictures (spatial intelligence)
       music (musical intelligence)
       self-reflection (intrapersonal intelligence)
       a physical experience (bodily-kinesthetic intelligence)
       a social experience (interpersonal intelligence),
       and/or an experience in the natural world. (naturalist
       Learning Styles
     Multiple Intelligences
                Learning Styles Inventory )
Or try another test:

Multiple Intelligences
“The key to classroom
management is to make the work
so interesting and relevant that
the ultimate punishment is the
missing of the activity itself.”

Rafe Esquith
Los Angeles, CA
WOW—Students are engaged when they are:
  Interested in the work
  Challenged by the work
  Satisfied with the work
  Persistent in the work
  Committed to the work
  The critical result of student engagement is
    that students learn what is important
    for them to learn.
                          What does it look like?     “Engagement Meter”
     high attention
     high commitment
                          More concerned with
                          project & learning than     LOTTO
                          the grade

     STRATEGIC            Honor Roll
     high attention
     low commitment
                          Will this be on the test?
                          What’s my grade?
                          Does the bare minimum       PAY THE
     low attention
     low commitment
                          “What do I need to pass?”
     no attention
     no commitment
                          Tries to hide
                          Please don’t call on me
                          Doesn’t do as asked
     REBELLION            Works on another class
     diverted attention
     no commitment        Reads a book                BANKRUPT
                          Sleeps, etc.                      Adapted from Amy Stewart – SHS, Gordon County
   In your group, design a level of engagement
    chart using a topic of your own
    choosing…..sports, food, be creative!
 Using the Measures for Design

Design                 Measure


Redesign               Measure
Teaching & Measuring
Levels of Engagement/
Student Understanding
Budget Cut Proposal for Bounce Enterprises
You work in the packing and shipping department of Bounce Enterprises, a
company that manufactures basketballs. In a slumping economy, the company
is looking for ways that each department can cut cost. Your department
manager asks his staff to try and come up with a way to accomplish that goal.
You are to create a presentation to pitch your proposal to the manager.
Students may choose a variety of formats for presenting their proposal to their
manager. Examples include paper portfolio, poster or chart, and multimedia.
Each basketball takes up 1 cubic foot of space and is sold to retailers by the
case. A case contains 12 basketballs so it would need to have a volume of 12
cubic feet. The current price of cardboard is 12 cents per square foot. What
size box would be the least expensive to manufacture? What percentage of
savings would the company if the current boxes cost $4.80 to manufacture?
Delivering orders only when the tractor trailer is full will cut down on fuel cost.
The interior of the trailer is 42 ft long, 8.5 ft wide and 12.5 ft high. How many
cases must be ordered before the truck rolls out?
Require Feedback on the Lessons You Design.
Use the Feedback to Lead Change
 How would you design a feedback process
 so that students could provide information
 to you without either fear of reprisal?

 How could you link information
 about student engagement to
 discussions among faculty about
 lesson design, student motivation,
 and student achievement?
            -Dr. Jim Arnold
             Review Games
      (Jeopardy, Baseball, Bingo, etc…)
     In            In
   Direct      Cooperative
 Instruction    Learning
You Input         You
           Cooperative Learning
   Higher Achievement       Higher Self Esteem
   Improved Retention       Greater Social Support
   Varied Perspectives      More Positive Attitude
   Increased Intrinsic       Toward School and
    Motivation                Teacher
   Improved Skills for      Improved Interpersonal
    Working Together          Relationships
For Group Skills to be used effectively they
                 must be:

             Clearly Defined
             Practiced Often

       Students must see the need
              for the skills
      Individual Accountability
―Grades should be given on an individual basis
  and reflect the students’ mastery of the
  material.‖            --Kevin Bushweller
You must have a clear idea of how you will grade
 group work. You will cause great stress to over-
 achievers if you give a group grade.
Questioning & Praise
The Art of Questioning & Effective Praise
Positive Interdependence
 A group is best defined as a
      dynamic whole
 based on interdependence
  rather than on similarity.
               --Kurt Lewin
  I hear and I forget.
I see and I remember.
I do and I understand.

    --Chinese Proverb