The power of pedagogy 2012 2013
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Satisfactory, Good, Excellent, Superior?
Satisfactory, Good, Excellent, Superior?
Satisfactory, Good, Excellent, Superior?
Satisfactory, Good, Excellent, Superior?
The Power of Pedagogy
Alissa Royal K-12 Engineering Coordinator
Alex Eichel K-12 Humanities Coordinator
Anthony EscobedoMHS Math Teacher
Tiffany Griset MHS Library Media Specialist
Think about one of your favorite teachers. What did he/she do that made such am impact on you?
What similarities do you see in your favorite teachers?
What makes these teachers “STAR” teachers?
The Art & Science of Teaching
Science of Teaching – researched techniques for effective teaching
Art of Teaching – knowing when and with whom to use the techniques
Foundations of Brain Compatible Classrooms
Art Science
“Lots of homework is a sign of a rigorous curriculum.”
- Cathy Vatterott. Rethinking Homework
Strategy - Human Line Graph
Strategy – Folded Graphic Organizer
Setting the Climate FOR Thinking Teaching the Skills OF Thinking
Structuring the Interaction WITH Thinking
Thinking ABOUT ThinkingMetacognition
Standards for High
Achievement
FOR O
F
WITH ABOUT
increases willingness to read by 80%
Increases retention by 75%
Colo
r
Climate FOR Thinking
1. Learning enhanced by challenge & inhibited by threat
2. Emotions are critical to patterning
3. Learning involves both focused attention and peripheral perception
Ways to Set the Climate
Be aware of verbal & non-verbal behaviorsClassroom guidelinesRecognize emotional & moral intelligencesAsk high-level questionsProbe for depth in answersGroup students diverselyClassroom arrangement to topicCreate a rich environmentLearning stations for multiple ways to
learn
Take Some Time to Reflect: Climate FOR Thinking
Idea 1: Emotions rule the mind – they can take over reasoned thinking. Yet there needs to be some emotional hook to one’s thinking.
Idea 2: The sense of challenge is difficult to achieve. There is a fine line between challenge and engagement versus struggle and frustration.
Idea 3: Threatening situations are sensed by the entire body.
In the “Climate” quadrant on the left side of your IN, write a reflection about one of
these “Ideas.”
4. The brain has spatial memory system (implicit) & a set of systems for rote learning (explicit)
5. The brain processes parts & wholes simultaneously
Skills OF Thinking
Micro-skills
Mathematics
Problem solving
Computation
Number sense
Macro-skills
Problem Solving
mathematics
reading writing
vocabulary
organizing
paraphrasing
Technological skills
geography
Problem solving
Communication
innovating
Ways to Teach Skills- Part 1
MicroskillsCollaboration skillsThinking skillsAcademic content skills and conceptsTechnological skillsPerformance skillsMacroskillsProblem-solving skillsDecision-making skillsCommunication skillsResearch skillsWord-processing skillsInnovation skillsProduction skillsPerformance skills
Skill DevelopmentDirect instructionDevelopment of skill and contentTrainingEmbedded applicationPeak performanceFlow
Ways to Teach Skills- Part 2
Real World Micro- & Macro-skills
Brainstorm 3-5 ways students use micro-
or macroskills outside of the classroom.
Take Time to Reflect: Skills OF Thinking
In 10 words or less (can use symbols), come up with a way to remember what micro- and macroskills are?
Strategy: Multiple Intelligence Survey
6. Learning engages the entire physiology
7. The brain is a parallel processor
8. Learning is embedded in natural, social settings
9. Each brain is unique
Interaction WITH Thinking
Ways to Structure Interaction:
Cooperative structuresGraphic organizersMultiple intelligencesIntegrated curriculumPerformance tasksThematic unitsProblem based learningprojects/service learningCase studies
Strategy: Generating Options
What is one of the most challenging concepts for students to learn in your
subject?
Create a Menu of Presentation Options for this challenging concept that will
address the multiple intelligences and cover as many of micro- and
macroskills as possible.
Time to Reflect: Interaction WITH Thinking
Which concept is the hardest for students to learn in your content
area?
Use the “Chain of Events” to develop a plan for how you will teach that
concept to have the greatest impact on learning.
10.The search for meaning is innate
11.The search for meaning occurs through patterning
12.The learning always involves conscious & unconscious processing.
Thinking ABOUT Thinking
Ways to Promote & Teach Students to Think about Thinking:
Personal relevanceKnowledge constructionDeep understandingGeneralizationsEngagementCognitive mediationMetacognitive reflectionDirect applicationTransfer levels & enhancing transferTraditional assessmentsDynamic assessmentPerformance assessmentLearning logsMediated journals
Time to Reflect: Thinking about Thinking
Climate
SkillsInteractionMetacognition
0 62 4satisfactor
ysuperiorexcellentgood
Power of Pedagogy
“What would you do if you knew you could not fail?”
Write 2-3 specific instructional goals for this
year.
Resources
Fogarty, Robin. Brain-compatible classrooms. 3rd ed. Thousand Oaks, Calif.: Corwin Press, 2009. Print.
Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001. Print.
Marzano, Robert J.. The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, Va.: Association for Supervision and Curriculum Development, 2007. Print.