Gwen+L

__Constructivist Conversation: //To Sir With Love//, 26 August__ INTASC 7: Planning INTASC 3: Diverse Learners - We observed clips from this movie about a teacher's first day at school - By the opening scenes, it is apparent that the students are problem students, with disciplinary and attitude problems - The new teacher encountered cynicism and pessimism from fellow teachers and administrators - The new teacher took attendance on the first day of class; the students were rebellious and disinterested - The new teacher required each student to read aloud from a text to assess reading levels

__ Chris Biffle Power Teaching techniques: annotations __ INTASC 2: Student Development INTASC 4: Multiple Instructional Strategies INTASC 5: Motivation and Management

Whole Brain Teaching: the Basics http://www.youtube.com/watch?v=eBeWEgvGm2Y - Introduced and demonstrated "Class-yes" and "Teach-OK" techniques to the class - Introduced scoreboard and "extra credit-dextra credit" "smiley-frowny" and "more homework-less homework" plus use of "mighty oh yeah-mighty groan" - Introduced the concept of microlectures - Introduced "hands and eyes" to get attention to make a big point - Comprehension check by listening to partners teach-OK to each others

Middle School with Biffle using all the expectations http://www.youtube.com/watch?v=JJw9mzCtWbk&feature=related - How to begin whole brain teaching - Used power teaching to teach five classroom norms and standards - Using visual indications and hand motions to identify, teach, learn, review concepts

Lesson 1 input (samples may include elementary and Biffle will come in to introduce Power Teaching) http://www.youtube.com/watch?v=W1kxpBPtqyI&feature=related - Beginning power teaching at an elementary school - Using visual indications and hand motions to identify concepts - Advice on how to begin using power teaching: "we're going to use a more advanced method"

Lesson 2 lecture http://www.youtube.com/watch?v=2lHL78quPag&feature=related - Five classroom rules and signs/pictures that go with them: introduced how to teach - Follow directions quickly - Raise hand for permission to speak - Raise hand for permission to leave seat - Make smart choices - Keep your dear teacher happy - H ow to practice the rules: make it fun

Lesson 4 Lecture http://www.youtube.com/watch?v=mS9btiKerAA&feature=related - Five classroom rules in more detail - Rule two: raise hand for permission to speak - How to enforce it: practice breaking rule 2, and have class say aloud what is rule 2 - When teacher says "rule 2," class says the rule aloud

Lesson 5 Lecture http://www.youtube.com/watch?v=g183OXxJ2pw&feature=related - Review of five classroom rules - Rule three: raise hand for permission to leave your seat - How to enforce it: practice breaking rule 3 and have class say aloud what is rule 3 - When teacher says "rule 3," class says the rule aloud

Lesson 6 input http://www.youtube.com/watch?v=CB1VFY3B9Zo&feature=related - Five classroom rules in more detail - Rule 4: make smart choices - Talk to students about different choices they can make in daily school life, in class, on the playground - Teaches moral reasoning - Misbehavior: talk one on one; review the possible choices

Lesson 7 input http://www.youtube.com/watch?v=hmAnGnJKlwA&feature=related - Five classroom rules in more detail - Rule 5: keep your dear teacher happy - Use this rule to enforce other rules where students find loopholes; there is no possible loophole with Rule 5

Lesson 8 input http://www.youtube.com/watch?v=8U25w2LIc9w&feature=related - Review of power teaching techniques

__Bloom's Taxonomy and Lesson Planning__

INTASC 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 4. Multiple Instructional Strategies - **The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.**

[] - This was a brief introduction to Bloom's taxononmy - Sorry, but due to the accent and very poor sound quality, I understood about every fifth word - The slides indicated the difference between surface learning and deep learning - The slides also indicated the concepts of Skills, Knowledge, and Attitude

Introduction to Assessment and Bloom [] - Three domains or categories of learning: cognitive (thinking), affective, and psychomotor - Focus here on cognitive - Different levels of learning in each domain; six in the cognitive, from lowest to highest o Knowledge o Comprehension o Application o Analysis o Synthesis o Evaluation - Students must go "up the ladder" to reach higher levels of learning

[] - This is the same as the first video above, same poor sound quality

[] - A short animation of words of Bloom's taxonomy

Vella's Twelve Principles of Good Teaching [] - The same difficult to understand accent as on the first video, and the same poor sound quality - Twelve principles were listed on the slides: needs assessment, safety, sound relationships, sequence and reinforcement, praxis, respect, ideas, feelings, and action; immediacy, clear roles, teamwork, engagement, and accountability

__ Constructivist Conversation, //Thematic Units ch 1, 2, and 3,// 23 Sep 2010 __ - The integrated use of technology is important to the development of interdisciplinary thematic units - Community and parent involvement is important to the successful implementation of an interdisciplinary thematic unit - Selecting a theme for the unit should describe the message or concept that underlines the study, and the theme should fit the mandated content and be of interest to the students - Defining a scope and sequence for the unit will define and limit the exercise - The development of objectives, or the specific learning outcomes, drive student performance - Objectives can be in one of three learning domains: cognitive, affective, or psychomotor

INTASC 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills

INTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. __ Constructivist Conversation, //Folder presentations,// 23 Sep 2010 __ - Teachers must find ways to encourage and reward creativity - Eye contact, and a calm, measured, engaging manner are important to effective teaching - Enthusiasm and creative use of eye and facial expressions, combined with humor, are helpful to effective teaching - Appropriate use of technology can be helpful in the classroom or laboratory INTASC 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 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.

__Constructivist Conversation, // Thematic Units ch 4 and 5, //30 Sep 2010__ - Assessment of learner progress must be built into the thematic unit lesson plan - Student achievement is assessed in three steps: diagnostic, formative, and summative assessment - Verbal and nonverbal student behaviors in the classroom are assessed - Guidelines should be developed for assessing each aspect of student achievement - Testing, writing, portfolios, presentations are among the methods for assessment - Planning a thematic unit involves initiating, ongoing, and culminating activities - A variety of templates can be used to develop the thematic unit lesson plan - Review and reflection after a lesson is executed is essential to improvement

INTASC 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills

INTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals INTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. INTASC 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.