Chris+H

12-9-10

Link to Youtube Videos IMOVIE on Motivation and IMOVIE on Herbert J. Walberg


 * Link to Youtube: __[] __ **

12-9-10
 * Link to Wiki: http://mrhaubamericanhistoryclass.wikispaces.com**

CIX. 10/21/10

**INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.**

**INTASC Standard 9. Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on** **others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.**

Anecdotage.com find one….short, amusing… // Great Ordeal // // "I am ready to meet my Maker," Winston Churchill declared as the end drew near. "Whether my Maker is prepared for the great ordeal of meeting me is another matter." // // http://anecdotage.com/index.php?aid=13603 //

**CVIII. 10/14/10** **INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** **INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**.

**Socratic Dialogue** Socratic Dialogue: Socrates philosophy, what I know, what I want to know, ask questions, broad and simple topic, participants who leads discussion: Sarah, motivational leader: Christine. Facilitator: point to keep focused. Self-Regulating, personal experience, comfortable, and students talked about what they are learning.

**Christopher’s Presentation of Eight E’s** Energized: KWL on Hamlet Evaluate: Students’ prior knowledge Act out scene one of Hamlet. First Act. Get into groups, picked roles for Hamlet. Act out without using the words. Chris the leader narrates the story. KWL: who are hamlet, characters, and plot. Hamlet: movie.

**Jen’s Presentation of Eight E’s** Explore-hands/thumbs/ear lobes. Man and Woman. 2 traits. Dominant and Recessive. Extend Learning: Who in your family has bent thumbs, hands, ear lobes. Hitcher’s bent thumb, 25% Bent thumb, 50% you either get boy or girl.

**CVII. 10/7/10**

INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

**Ryan’s Presentation of Eight E’s**

Evaluate-piece of clothing, pop quiz Explain: draw a piece of clothing. English/Spanish vocabulary on the board Ryan’s lesson was a foreign language lesson on Spanish. He started off explaining the different types of clothing and the vocabulary of the Spanish words for the clothing articles. He used real world examples in lesson. He engaged the class with a pop quiz on the articles of clothing in Spanish terms.

**Sarah’s Presentation of Eight E’s**

Engage-write about your piece. Flute. Music, Notes, Compose, holes and mouthpiece. Extend Learning- an apology poem, humor object poem.

Talked about different poems. Realistic. Students were given pieces to reflect on. Closing quote.

**Diane’s Presentation of Eight E’s**

Explore-fish, red, blue, green fish. Fishing bowl. Did you see anything different during the experiment? Elaborate: take notes on what you learned. Vision, rods, and clones. 130 million vs. 7 million. 1-Red. 1-Blue. 1-Green. If you focused on the red than the white fishing bowl, blue and green should show in your vision. Optical Illusion Book.

CCVI. 9/30/10

 **INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**. **INTASC Standard 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.**

**Thematic Chapters**

**Chapter 4: My Presentation Bullets**

• Assessing student achievement is done is a three step process, diagnostic assessment, formative assessment, and summative assessment. • Assessing student verbal and nonverbal behaviors in classroom: List desirable behaviors, record observations, write reminders, encourage student writing, hold conferences, and review portfolios.

**Chapter 5: Jen’s Presentation Bullets**

· How to Write an Effective Lesson Plan · You must be certain that the proper and necessary materials and equipment are available for the lesson, takes planning · Objectives of the lesson are included as specific statements that detail precisely what students will be able to do as a result of the instructional activities. **Observations from Eight E’s** **Stephanie:** Had students engaged from the start, draw a mountain and beach; imagine the setting, tied in with the Call of the Wild Book. I liked her Engage, drawing the pictures, Strong voice, Eye Contact. I liked her Energize: having students stand up and switch settings. Use of power point.

**__CCV. 9/23/10__** **INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** **INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**. **__Thematic Units Chapter 1, 2, and 3__** **Wayne Chapter 1: Introduction to Integrated Curriculum and ITU** -Community Parent Involved is also very important to ITU -Interactive in ITU -Use of Technology is very important **Stephanie: Chapter 2 Initiating an Interdisciplinary Unit** -Students name unit -Scope vs. the depth-topics -Hit your standards, no child left behind -Want experiences in your ITU -More students centered -How to work together -Creating plan with other teacher with curriculum unit **Ryan: Chapter 3 Developing Objectives** -Developing Objectives -Specific Instruction objectives related to performance -Objectives must relate to standards and assessment of the student -You want to teach to observe -Use taxonomies when writing objective -Clarify goals and objectives **INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.** **INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** **Stephanie/Wayne/Other Teachers Folder Presentation:** **__Ideas from teachers, strategy styles.__** Use of humor, power teaching, eye contact, Class engagement through questions, Use of pictures of and words, pacing, smile, Welcoming, Open with a question, Voice projection, changing face expression. Enthusiasm when teaching. Stephanie: creativity, quotes on Jack London and creativity, eye contact, class engagement, smiles. Wayne: living animals in class, science, biology, voice projection, changing face expressions, calm and collected, very creative ideas. Opens with a question.

**Week 4: 9/16/10** **INTASC Standard 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.** **INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.**

**Blooms Materials follow.**

**1.** Bloom’s Taxonomy: Surface/Deep Learning SKA & Lesson Planning (Ian Robertson) Bloom’s Original Taxonomy was in the 1950s, focused on academic learning and theory. Bloom talked about knowledge, application, comprehension, analysis, synthesis, and evaluation. With the emergence of vocationalization within education, Anderson Revised the Taxonomy in 1990s. More “applied” focus. Verb instead of the noun. Remembering- Can recall information. Understanding- Can explain ideas or concept. Applying- Can use new knowledge in a familiar context. Analyzing- Can differentiate between constituent parts. Evaluating- Can justify a decision or action. Creating- Can generate new products and ideas. Surface is focused on the facts, rote learning, and short-term memory. Deep learning is focused on meaning, aims at understanding, and long-term memory. SKA is skills (technical/applied), knowledge (cognitive), and attitude (demeanor) [] **2.** Assessment & Bloom (David Knopp) Mission of Assessment Office- is to improve student learning. What is learning? Learning Taxonomy: Learning Strategy. What level are your students are learning at? Classic Approach-Blooms Taxonomy and Educational Objectives. 3 domains of learning, Cognitive (thinking), Affective (feel about), and Psychomotor (can they physical do it) Six domains of cognitive starts from low level to high level. (Knowledge- I know, comprehension- I understand, Application- I apply to new situation, Analysis- Compare and Contrast, critical thinking, Synthesis- your own piece of work, creating, and Evaluation- I judge, dissect the value or worthiness. []  **3.** Animation of Bloom’s Taxonomy. Remembering: Remembering Information (Verb-recall, Product-fact charts), Understanding: Explain information or concepts (Verb-Outline, Product-Peer teaching), Applying: use information in new ways (Verb-Solve, Product- Interview), Analyzing: distinguish different parts (Verb-Compare and Contrast, Product- Spreadsheet), Evaluating: defend concept or idea (Verb-judge, Product-recommendation), and Creating: create new (Verb-predict, Product-cartoon).  []  **4.** Vella’s 12 Principles of Effective Teaching. (Ian Robertson) Characteristics of Good Team Practice. Vella (1994) 1. Needs Assessment: identify need 2. Safety: Safe environment/open 3. Sound Relationships: with learners/gain trust 4. Sequence reinforcement: behaviorist-learning theory 5. Praxis: linking theory and practice, applied way 6. Respect: mutual 7. Ideas, Feeling, and Actions: person-to-person 8. Immediacy: the notion it is important to respond quickly as possible 9. Clear Rules: boundaries 10. Teamwork: what are you doing 11. Engagement: students learn better 12. Accountability: what they do []

**CCII 9/2/10** **INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.**

**INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.**

**Week Two** __Discovery Learning Center__ Learning philosophy behind the discovery learning is that the student can play an active role. Reinforcing what you learn in lecture and class. Discovery learning process was started because poor student attendance and GPA was dropping. Students know what is going on in the class and on the test. The operational criteria: small groups of 4, no large class, class jobs, no criteria for who sits at the table. Collaborated effort/Cross Inter boundaries. Students learn soft skills: Teamwork, self-assessment, Think, creativity, action with their knowledge. Success of Discovery Learning Center. []

__Lesson 5 Lecture__ Review Classroom Management, Review Classroom rule Number 3: Raise your hand permission to leave your seat, Play Game a good idea for number 3, pretend to practice breaking the rule, if the student doesn’t raise their hand, the class must say Rule 3, then practice the following rule. Green Post-Note- to allow the students to move around, it is OK to move around, without breaking the rules. Follow directions-allows for student engagement. []

__Lesson 6 input__ Review Classroom rule Number 4, Make smart choices, host of activities, interactions in/out of school, History-American Revolution, what were the smart and foolish choices. Teachers moral reasoning, what is right and wrong choices. Stop misbehavior-talk, One-one with students, Tell me some choices, what would be some smart foolish choices that you made. Ability to moral reasoning. []

__Lesson 7 input__ Review Classroom Number Rule 5; Keep your dear teacher happy. Never want to get into argument, don’t want back and forth. Tell me what rule 5 is-arguing with student-breaking rule 5. No-loop holes. Teacher is absolute authority. World’s greatest authority-on what make you happy. []

__Lesson 8 input__ Review Power Techniques of Power Teaching. Class/Yes-attention, however you say, they say the same signs in class. Variety. Teach students-link concepts. Review Class Rules-signs. Practice a lot. Concepts turn into classroom behavior. Teaching is repeating yourself, if it bugs you then you should not be a teacher. []

**CC1 8/26/10** **INTASC Standard 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.** **INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**.

**To Sir With Love Film Clip**

In the clip, the teacher previewed the class, as a way to assess his future class. Kids were smoking, out of their seats, basically chaos in the classroom. The other clip was the future teacher discussing with a veteran teacher about him being the sacrificial lamb. The teacher was polite and calm and dress to impress. He did an assessment when he asked his students to read.

**Power Teaching:** **INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.** **INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**.

**Overview** The teacher taught the six power teaching techniques, with “class-yes (attentions), teach-ok (student teaching), scoreboard (smiley face, extra credit/deextracredit), micro lecture (teacher talks for 30 second intervals), hand eyes (to the front of the class), and comprehension check (listen to students). It takes about 20 mins for the class to learn the power teaching techniques.

**Middle School with Biffle using all the expectations** The class repeats him; he discusses the power teaching techniques. A lot of hand gestures and he discusses the classroom rules. The teacher discussed the five room classroom rules: 1. Follow directions quickly. 2. Raise your hand for permission to speak. 3. Raise your hand for permission to leave your seat. 4. Make smart choices. 5. Make your Dear Teacher Happy

**Lesson 1 input (samples may include elementary and Biffle will come in to introduce Power Teaching)**

Student Engagement: Bring the class in by planning power teaching through the semester, For Example: When I say class you say yes. Attention Getter. Use Variety.

**Lesson 2 lecture** Use of hand gestures. Talked about Signs for Classroom Rules. Elementary classroom can use characters, flashy, colorful signs. Secondary Classroom can use simple, plain and direct signs. Student Engagement: you give prompt and you queue your class, or student guide. The teacher discussed the five room classroom rules: 1. Follow directions quickly. 2. Raise your hand for permission to speak. 3. Raise your hand for permission to leave your seat. 4. Make smart choices. 5. Make your Dear Teacher Happy

First rule: follow directions quickly, tasks: handing out papers, normal routine, for example handout papers quickly. Fair count.
 * Lesson 3 Lecture **

Talks about Rule 2, permission to speak, single most difficult management problem. Power teaching, practice rules and gestures but no following rule 2. Pick a kid that will go along with you, practice-breaking number 2. Good job interrupting me. Prompt and Queue.
 * Lesson 4 Lecture **