Entry Capacity Substitution Workshop 9 – 7 th July 2009 DRAFT PRESENTATION.
Entry level 1-CS Workshop 6
description
Transcript of Entry level 1-CS Workshop 6
February 28th 2010
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Welcome
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2:00-2:05 Welcome
2:05-3:30 NPST
3:30-4:00 Prayer and Meal Break
4:00-5:00 Food Energy / Teachers’ Activity
5:00-5:40 Classroom Management
5:40-5:50 Summarizing and Homework
5:50-6:00 Evaluation
The football team in your school are looking for an energetic snack, and the school cafeteria provides different types of nuts.
Which type of nuts will you recommend to the team???
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Design an open inquiry activity to decide which type of nuts gives the greatest energy?
Write a lab report to show your work?
Design a rubric to evaluate the work?
Title:Statement of the Problem:Hypothesis:Materials: Procedure: Results (Data):Conclusions:
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Materials:-Peanuts, cashews, almonds, test tubes, water, test tube holders,
lighter, covered wire
Procedure:1. Fix the peanut to the end of the
wire2. Fill the test tube ½ with water3. Hold the lighter flame to the
peanut.4. Put it near the test tube.5. Record the time taken to boil the
water.6. Repeat the experiment using
different type of food.7. Compare the time taken by each
type.8. Conclude which type gives more
energy. 9
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ClassroomClassroom
ManagementManagement
Purpose: to explore ways of managing a range of behaviours to encourage effective learning.
Resources: Scenario cardsOrganisation: GroupsTime: planning 5 min. Acting 5 minGiving feed back 3 minActivity:1. Each group takes a card with a behaviour
scenario on it.2. Group prepares a role play showing the
behaviour and steps that the teacher might take to manage the behaviour. (One person to be the teacher and the rest of the group to be the class.)
3. The rest of the class provides feedback and further suggestions.
1. You have some students who finish assigned work early.
2. You have students who hold side conversations while you or other students are talking about the topic.
3. You have students who cannot sit still or focus on the activity.
4. You have a lack of resources.5. You have children learning in a second
language.6. You have students who don’t share the
language of instruction.
In your group come up with reasons why this is
true or not.
Consideration should be given to:◦1. Teaching Styles◦2. Personality/Attitudes◦3. Student population◦4. Not all management strategies are
effective for every teacher.
Classroom Management can be enhanced by establishing positive
relationships with students.
What cause pupils misbehavior?
A. The teacher1. Teachers who are not prepared for class.2. Teachers who do engage students in
meaningful learning .3. Teachers who make unfair comparisons.
B. Motives1. Attention seeking2. Causing excitement3. Malicious teasing4. Avoiding work
Dealing effectively with pupils’ misbehavior :
1. Effective preparation2. Good teacher-pupil relationship3. Good classroom teaching skills4. Pre-empting misbehavior before it
starts.5. Avoiding confrontations.6. Making sure any punishment is in line
with school policy.
Gallery Walk
You will move around the room in small groups.
Observe the cartoons posted on the walls.
Write on the sheet if this an effective way to look at classroom management? Why or why not?
Homework - Shared Expertise◦ Bring one experiment or activity which you have
done with your students.◦ Bring enough copies of the “Instructions” so
colleagues can each have one.◦ Take a lesson plan and identify how many NPST
have you covered.◦ A journal about any misbehavior incident you
faced and how did you solve it.
Survey
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