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Definition
Drives everything a teacher does, football shaped.
-1st is PLAN- will it be ind. work, groups, whole class
-2nd is TEACH- implement plan, motivate, develop Qs.
-3rd is EVALUATE.... listen, observe, record, some formal assesments
-in the middle...REFLECT.... Reflecting is the core of all teaching |
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Activities for one day... pictures or words
-teacher and student guide
-You can have students check it off as you go |
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5 Day Plan... teacher's guide
If it all doesn't get done... add it to the next week, reevaluate see where you can fit things into other weeks, make connections |
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| Most complicated, most direct. 30-60min. |
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interdisciplinary
-theme/topic-- USE ALL SUBJECT MATTER AREAS TO MAKE THIS PLAN
4-6 weeks |
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| desire- excitement, goal of accomplishment, internal/external, always changing, VARIABLE THAT EFFECTS EVERYTHING |
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| MOTIVATION- what are we talking about? |
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Definition
Motivation is the variable that effects everything... affects teachers and students differently, if all else fails try a dead bird... Show and tell, lesson on staking things, reading a story that the student may like, a huge map, a video clip, GET INVOLVED, the focus is to get kids interested in learning.
-embodies: achievement, striving to reach goals, control to personal learning, connecting one type of learning with another.
sets the stage for learning, kicks off a lesson, sparks interest, is necessary for good instruction, first step in a lesson |
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| What you can do to motivate |
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Definition
| gratification, games/competitions, choice/intriguing/guessing games/positive reinforcement/ grades/prizes/candy/field trips/encouragement/reassurance/ Leadership roles (tutoring/mentors/big buddies)/role playing/group work/guest speakers(parents)/Jobs for students/ ASK STUDENTS WHAT THEY WANT TO LEARN/cliff hangers/LETTING KIDS EXPLORE AND DISCOVER, be a facilitator not a lecturer. tell students what they are doing and why. If they get all itchy, stop and do something else. |
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| A broad Statement of purpose |
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Term
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Definition
A Direct Statement of Purpose, are not activites!
-need to be attainable by the student in a reasonable amount of time,
-sustainable in a sequential fashion
-in harmony with the overall unit or class
-in harmony w/ goals and values of the school
-provides a standard that you are going to have access to later |
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| How do Goals and Objectives help teachers. |
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Definition
1.focus the teachers plan
2. Affects instructional activities a student will do
3. It is a valid Evaluation that will be observable |
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| Individual Classroom Management Systems-overview |
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Definition
| for 99% of kids, they find something positive or turn the situation around if you have them take responsibility... this plan makes sure children have a positive experience |
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| Ind. Classroom Management Plan- Part 1: |
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Definition
| Preventative Steps- setting up class, tuning in students, involving parents, rules and procedures are clear |
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| Ind. Classroom Management- Part II |
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Definition
| Supportive Steps- strategies, timeouts, one-on-ones, warning system, rewards for good behavior, hand signals, have at least ONE good dirty look... DON'T USE "GOOD JOB" ABSOLUTELY NOT! |
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| Ind. Classroom Management Part III |
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Definition
| Corrective Steps- what you do when all else fails... 3 or 4 way conference, may go beyond you and your classroom, know what you would do in your classroom. |
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Term
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Definition
-use questions to move lessons along, moving from one place to the next.
Never answer a question with yes/no
-high and low ordered questions
-questions are sometimes a way to motivate students
-sometimes "why?" really means 'show me or tell me' |
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| Who?, what?, when?, where?, why?-- often means show me or tell me, how?, how many?, how much? |
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| Varieties of Questions: Bloom's Taxonomy |
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Definition
| Knowledge Based: Knowledge Questions, Comprehension Questions, Application, Analysis, Synthesis, Evaluation |
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| Recall or recognition of terms, ideas, procedure, theories, etc. ex: what is the first day of Spring? |
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| Translate, interpret, extrapolate, but not see full implications or transfer to other situations, closer to literal translation. ex: what does the summer solstice represent? |
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| Apply abstractions, general principles, or methods to specific concrete situations. ex: What would the Earth's seasons be like if it's orbit was perfectly circular? ...showing, describing, dramatizing |
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| seperation of a complex idea into its parts and an understanding of organization and relationship between the parts. Realizing the distinction between hypothesis and fact as well as between relevant and extraneois variable. ex: Why are the seasons reversed in the Southern Hemisphere? |
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| Creative, mental construction of ideas and concepts.. Take what they know and build what they don't know. key: taking info. from multiple sources. ex: If the longest day of the year is in June, why is the northern hemisphere hottest in August? |
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| tom make a judgment of ideas or methods using external evidence or self-selected criteria substantiated by observations or informed rationalizations. ex: What would be the important variables for predicting seasons on a newly discovered planet? |
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| Developmental Levels of Elementary School Children |
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| Physical, Emotional, Social, Intellectual |
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pre K-K: Fine motor skills
1-2: Beginning to develop fine motor skills
3: better manipulation of pencils |
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pre K-k: beginning to be sensitive in class.. autonomy
1-2: sensitive to criticism, eager to please themselves, egocentric
3: begin to want to please themselves
4: worried about things being fair and just
-develop ability to empathize
5 and 6: mood swings |
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3: more competitive among friends
4- need to be part of a group
5-6: peer group most imp, starts to understand sarcasm |
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| Development: Intellectual |
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Definition
pre K-K: concrete learning
1-2: begin to reason
3:Control ability to learn and read
4: can learn abstract examples
5-6: can apply concrete examples to other situations |
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| The student can choose the mode,have a plan to keep a RECORD for each student. Put things in it from every school day. |
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Term
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Definition
it is the ongoing, systematic gathering and interpretation of information about student learning
-occurs before, during, and after instruction
-effective teachers assess constantly... by observing the behavior of students, by listening to what student say, by reading what students write, by analyzing students' products and performances |
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Term
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Definition
| the final evaluation given at the end of a unit or term |
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Term
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| teachers gather information on students by collecting samples of student work over a period of time in there portfolios and compare the data with district curriculum standards. |
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Definition
| when teachers use meaningful assessment tools to assess tasks that are related to real-life situations and connected to instruction and learning. *require students to apply higher-order thinking skills to solve problems or complete learning tasks |
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| Why are assessments helpful to teachers? |
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Definition
-to analyze student behavior and accomplishments against criteria
-to guide future instruction
-to evaluate and reflect on their teaching
-to improve student performance |
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Term
| Skeleton for a Lesson Plan |
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Definition
1. Know the standards for grade level/topic
2. Write observable objective
3. List all materials
4.Write Procedure...body includes: motivation (set or hook), demonstration, time to practice, turn students loose..students work independently
5. Closure/review/evaluation
6.Reflection what works, what didn't work, what will I change, what will I keep? |
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