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Transcript of Secondary School Teaching: A Guide to Methods & Resources Chapter 8: The Thinking Curriculum: Using...
Secondary School Secondary School Teaching: Teaching:
A Guide to Methods & A Guide to Methods & ResourcesResources
Chapter 8: The Thinking
Curriculum: Using Teacher Talk,
Demonstrations, Inquiry, and
GamesBy
Valeria Molinelli
June 11, 2008
IntroductionIntroduction
• Topics of Discussion:−Teacher talk−Demonstration−Inquiry−Games
• Why is it Important?−Use of strategies−Integrated learning−Use of inquiry for student learning−Games for learning
1.1. Teacher TalkTeacher Talk• Lecture (formal) and discussion
(informal)• Be Aware !!!
−Do not talk too much−Do not talk too fast
• ELL students
−Make sure students hear and understand you• Voice pitch and vocabulary
−Do not assume students learned or understood a lesson
• Direct or simulated learning experiences
−Avoid monotone talking−Multitask
From Beginning to the From Beginning to the EndEnd
1. Start with an “advance organizer”• Brief introduction • Organized sequence of ideas • Meaningful connections
2. Talk must have a logical beginning & end
3. Pace yourself4. Encourage participation5. Plan a clear ending
Planning a LecturePlanning a Lecture• Understand the reasons for this strategy
−Ex: introduce or discuss the progress of a unit, explain an inquiry, present a problem, use as transition, share experiences, etc.
• Clarify the objectives of the talk−Single idea
• Choose between formal and informal• Vary strategies and activities frequently
−What can you do when you start losing your students’ attention?
−Every 8 to 15 minutes for most classes−Multitasking or multilevel instruction
• Prepare and use notes as a guide
Planning a Lecture Planning a Lecture (Cont’)(Cont’)
• Share note organization with your students
• Rehearse your talk• Avoid rushing to complete outline• Allow for multisensory stimulation• Give the content of your talk a thought• Monitor the delivery of the talk• Help students develop their vocabulary
−“Every teacher is a teacher of language arts”
• Consider student diversity• Help students make connections• Establish eye contact regularly
2.2. DemonstrationDemonstration• Actively engaged in a learning activity
−Learning by doing
• To be used in any grade level and/or subject
• Students must know the reason of such demonstrations−Conserve time and resources−Clarify discrepancy−Opportunity for student participation− Illustrate content−Acts as engaging scenario−Model a skill−Reduce hazards−Test a hypothesis
Planning a Planning a DemonstrationDemonstration
1. Decide the most effective way to conduct demonstration
• Verbal or silent
2. Be sure demonstration is visible to all students
3. Practice with materials and instructions before demonstrating to the students
4. Consider pacing during demonstration5. Remove unnecessary objects6. Model proper safety precautions
• Safety goggles, fire-safety equipment and procedures, etc.
3.3. InquiryInquiry
• Valuable teaching tool, but time consuming• Students are responsible for their own
learning• Problem Solving
−Used by inquiry and discovery−Facilitates learning−Steps
• Recognize, identify, define, or describe a problem• Identify solutions• Select strategies• Test solutions• Evaluate outcomes
Inquiry vs. DiscoveryInquiry vs. Discovery
• Through experiences• Two major differences
−Who identifies the problem−Percentage of decisions made by
students• Levels of Inquiry
−Level I – not a true inquiry process, predictable
−Level II – true inquiry by middle school−Level III – true inquiry by high school
Inquiry vs. Discovery Inquiry vs. Discovery (Cont’)(Cont’)
• Inquiry processes – complex mental operations (idea-using category)−Project-centered and problem-centered
teaching
• Critical Thinking−Data-generating processes
• Communication, experiencing, measuring, observing, verifying
−Data-organizing processes• Charting and graphing, classifying, comparing,
ordering, sequencing, using numbers
−Idea-building processes • Explaining, generating, interpreting, making
analogies, synthesizing
−Idea-using processes• Applying, controlling variables, defining operationally,
hypothesizing, model building, predicting
Integrated LearningIntegrated Learning
• Provides effective teaching-learning
experiences
• Methods of teaching and learning
through oral language−Cooperative learning−Instructional scaffolding−Inquiry teaching
Heuristics ActivitiesHeuristics Activities
• Help solve problems and understand an idea
• Examples:−Brainstorming: based on a key word−Chunking or clustering: mental organizers−Comparing and contrasting−Inferring: assume−Memory strategies−Outlining: main ideas−Paraphrasing: short summary−Reciprocal teaching: peer teaching effect
Heuristics Activities Heuristics Activities (Cont’)(Cont’)
−Review: material learned−Study strategies−Visual tools:
• Brainstorming• Task-specific organizers• Thinking process maps
−Venn diagramming: comparing concepts
−Visual learning log (VLL) • Free-form drawings • Journal keeping• Prior to new to future information
4.4. Educational GamesEducational Games• Activities that involve several senses and learning
modalities• Engage high-order thinking skills• Great engaging tool• Effective learning tools• Should follow a clear purpose• Examples:
−Simulations: more complex form of role play−Role play: fully involves participant−Mind games−Board games−Computer games−Sporting games
Types of Educational Types of Educational GamesGames
• Pure game – fun• Pure contest – stimulates competition, built-in
inefficiency• Pure simulation – models reality• Contest/game - stimulates competition, built-
in inefficiency, fun• Simulation/game – models reality and fun• Contest simulation - stimulates competition,
built-in inefficiency, models reality• Simulation/game/contest – models reality, fun,
stimulates competition, built-in inefficiency
Functions of Educational Functions of Educational GamesGames
• Variety and change of pace• Assess student learning• Encourage creative thinking• Peer interaction• Provide problem-solving situations• Teach both content and process• Enhance student self-esteem• Enhance student social relationships• Motivate students
ConclusionConclusion
• Help students become responsible for
their own learning
• Teach students strategies that allow
them critical think for future real-world
experiences
• Students need to be able to develop their
thinking process by proposing a problem,
presenting solutions, testing, and making
conclusions
Chapter 9: Organizing and
Guiding Student Learning: Alone
and In Groups
Secondary School Secondary School Teaching: Teaching:
A Guide to Methods & A Guide to Methods & ResourcesResources
By
Valeria Molinelli
June 11, 2008
IntroductionIntroduction
• Help students achieve mastery of the curriculum by believing in the learning potential of every student
• How to achieve equity in the classroom• Group students to enhance positive interaction and
quality learning• Personalized and individualized instruction for
specific groups of learners• How to effectively use assignments and homework• Coordinate different forms of independent and
small-group project-based study• Motivational teaching strategies
A.A. Mastery Learning & Mastery Learning & Personalized Personalized InstructionInstruction
• Learning is an individual experience−“Differentiated instruction”
• Visual, verbal, tactile, or kinesthetic learners
• Student achievement in learning −Level of attention−Time allocated per task
• Strategies:−Small learning communities−Cooperative learning groups−Project-based learning− Independent study
Outcomes of Quality Outcomes of Quality LearningLearning
• Students experience success at each
instructional level
• Mastery of content is possible
• Learning sequential and logical
• Learning outcomes can be observable and
measurable
• Students will be given enough time to
complete a task successfully
• Instruction must be modified, not the student
Cycle of TeachingCycle of Teaching
• Define learning objectives• Activate prior knowledge of student
−Immediate individualized instruction
• Variety of instructional tools and choices−More learning modalities for every student−Multilevel instruction−Decision making
• Practice and reinforcement of content ensuring comprehension
• Post-assessment
B.B. Planning Planning Individualized Individualized
InstructionInstruction1. Recognize and work with special needs students
• Mental retardation, hearing, speech or language, visual, emotional, orthopedic, autism, traumatic, brain injury, other health impairment, or specific learning disabilities
• Special education and related services• Special needs student must receive instruction in the
regular classroom (inclusion)
− A continuum of differences• “Inclusion” (full or partial)• Teaching students with special needs requires further
training - teach to different needs at the same time• Accommodations• IEP (Individualized Education Program)
Planning Individualized Planning Individualized Instruction (Cont’)Instruction (Cont’)
− Guidelines in the inclusive classroom• Become familiar with specific students needs• Modify materials and procedures• Provide expectations and learning objectives in behavioral
terms• Monitor students for signs of impatience, frustration,
anxiety, and off-task behaviors• Have students keep assignments in a folder and remind
them of deadlines• Be consistent in your expectations• Plan interesting activities to keep students on task and
help them make connections• Plan questions that can be answered with confidence• Make sure activities and assignments lead students to
success• Provide time for students to practice and do work (guided)• Encourage peer support/organization
Planning Individualized Planning Individualized Instruction (Cont’)Instruction (Cont’)
2. Recognizing and work with students of diversity and differences
− Determine the language and ethnic group of students
− About 1 year to communicate in English and 3 to 7 years to catch up academically
− Respect cultural background− Active and cooperative learning− LEP (Limited English Proficiency) – 1 to 5− “Pullout” approach
Planning Individualized Planning Individualized Instruction (Cont’)Instruction (Cont’)
• Teaching techniques for ELL students− Allow more time for activities− Allow time for translation − Avoid sayings or phrases that might not be
understood− Divide complex units into smaller ones− Write key words on the board− Read directions aloud and write them on the board− Speak at lower pace− Simplify vocabulary without talking down to students
Planning Individualized Planning Individualized Instruction (Cont’)Instruction (Cont’)
3. Recognizing and work with gifted students − Historically: gifted & talented had different
meanings. − Today: used as synonyms− Sometimes these students are unidentified− Most at risk of dropping out of school− To place them in special classroom, a grade
point average (GPA) or intelligence quotient (IQ) is used
− Identify students by observation, rating scales, tests, and audition
Planning Individualized Planning Individualized Instruction (Cont’)Instruction (Cont’)
• Characteristics of Gifted Students−Strong sense of self, pride, and worth −Able to assume adult roles at home or work−Manage school while living in poverty and/or
with dysfunctional families−Retrieve and use stored knowledge to solve
problems−Think independently and logically−Ability to lead others
Planning Individualized Planning Individualized Instruction (Cont’)Instruction (Cont’)
• Working with gifted students in the class−Collaborate in the planning of some of their
personal objectives−Emphasize skills in critical thinking, problem
solving, and inquiry−Plan assignments and activities that challenge
students−Provide discussion time to highlight topics of
their interest−Provide independent or self-paced activities−Provide accelerated study if student has already
master the lesson
Planning Individualized Planning Individualized Instruction (Cont’)Instruction (Cont’)
4. Recognizing and work with students who
take more time but are willing to try− Students that try but need more time
• Adjust instruction to preferred learning style• Focus on final outcome and not material covered• Find something the student does well & connect to
learning• Emphasize on basic communication skills• Get to know the student• Check for comprehension often• Use positive reinforcement
− Student that do not try or underachievers
C.C. Learning AloneLearning Alone
• More than 10% of K-12 students
learn best alone
• Often gifted students
• Able to learn at their own pace
• “Contract learning packages” −Between teacher and student
D.D. Learning in PairsLearning in Pairs1. Peer tutoring or mentoring
− Also peer-assisted learning (PAL)− One student teaches the other one who has limited
proficiency in a unit
2. Cross-age coaching• One student coaches the other one from a different,
often lower grade level
3. Paired team learning− Students study and learn in teams of two− Often gifted students− Uses: science buddies, homework partners, book report
pairs, etc.
4. Think-pair share (covered in Ch. 2)
E.E. Learning in Small Learning in Small GroupsGroups
• Three to five students• Either teacher- or student-directed setting• Students assume better control of their
own learning• Specific activity• To consider:
−Personality types−Social pattern−Common interest−Learning styles−Knowledge level
F.F. Cooperative LearningCooperative Learning
• Cooperative learning group (CLG)−Mixed group of three to five students−Support one another−Each member assumes a different role, which
is often rotated• Group facilitator• Materials manager• Recorder• Reporter • Thinking monitor
−Work together towards a common goal−Enhances social, emotional, and academic
skills− Increases motivation among members
G.G. Learning in Large Learning in Large GroupsGroups
• More than five students
• Student presentations−Encourage research and material organization−Critical thinking, share opinions, class
interactions−Debates, jury trials, panels, etc.−Guided by the teacher
• Whole-class discussions−Used frequently by teachers
H.H. Equality in the Equality in the ClassroomClassroom
• Tend to interact with only some students
• Try to involve all students equally
• Avoid discrimination−Ethnic, gender, etc.−Expectations in regards to achievement
• Strategies−Tally teacher-student interactions−Students must raise their hands to be called
on−Applaud after all student presentations
Motivational Teaching Motivational Teaching StrategiesStrategies
• Visual and performing arts−Have students construct, design, and
decorate their own kites (creativity with science)
• Family and Consumer Economics , Foods, and Textiles−Bring an array of foods from different
countries and have students identify where they come from
ConclusionConclusion
• Understand the importance of peer support in the classroom
• Cooperative learning and strategies that encourage true inquiry will help students achieve success
• Teach students how to become independent thinkers
“Learning is changing. Learning is doing different. Learning is creating better
outcomes. Learning is reading, hearing, watching
and then applying.Learning is taking the theory
and making it a practice.”By Craig HarperMotivational Speaker and Educatorhttp://www.craigharper.com.au