Week 6: Tying things together. Review Multiple Intelligence Extending the classroom Role of lesson...
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![Page 1: Week 6: Tying things together. Review Multiple Intelligence Extending the classroom Role of lesson plans Facets of understanding Blooms taxonomy Motivation.](https://reader035.fdocuments.in/reader035/viewer/2022070305/5514ad00550346f06e8b5fe7/html5/thumbnails/1.jpg)
Week 6: Tying things together
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Review
• Multiple Intelligence• Extending the classroom• Role of lesson plans• Facets of understanding• Blooms taxonomy• Motivation
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Review
• Chickering and Gamson• High expectations• Intentionality• Scaffolding• Sequencing• Teaching formats
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Review
• Personal theory of teaching and learning
• ZPD• GRASPS• WHERETO• Connecting/relating
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3 R’s
• Repetition• Review• Reflection
Enables richer connections and associations
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Varied Instructional activities
• Lecture• Discussion• Q & A
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Varied learning activities
• Group work• Collaborative assignments• Self-exploration• PBL
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Classroom extensions
• Labs• Guest/experts• “field trips”• Technology
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Diversity and focus
• Approach must align with intent• Diversity ensures multiple
encounters with “big ideas”
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Seamless
Outcomesteaching/learningassessment
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Seamless
• Tied to “larger systems”: program, department, college
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Teaching
• Has origin in activity• Has target in completion• Is holistic – related to a
field/department or discipline
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Learning is
• What we enable students to do based on guidance, direction, resources, encouragement, and patterns of a field
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Learners require
• Freedom/choice• Personal relevance• Practical, hands-on work• Various levels of support• Personalization• Connections to prior knowledge• Basics needs met first (security,
trust)
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Motivation
• Keller’s ARCS: – Attention, – relevance, – confidence, – satisfaction
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Motivation
• Internal/external• Social, cognitive, emotional• “locus of control” – attribution• Maslow’s hierarchy of needs
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Intervention
• Capitalize• Compensate• Correct
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Adaptations
• Input• Output• Quality• Quantity• Rate• Scaffolding
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Providing feedback
• Feedback is a teaching process• Positive, corrective• Task-focused• Language specific• Observation: Situation: Your
interpretation: Negotiation: Suggested changes.
• Involve students
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• Practice feedback
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Journal
• What is the muddiest point for the course?
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Portfolio
• Should be able to complete all activities EXCEPT: 3, 10, 14