04 Ced560 Section811 Th1620to18500027 Hh408 Spring2010 February24
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04 Ced560 Section811 Th1620to18500027 Hh408 Spring2010 February24

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04 Ced560 Section811 Th1620to18500027 Hh408 Spring2010 February24 04 Ced560 Section811 Th1620to18500027 Hh408 Spring2010 February24 Presentation Transcript

  • Using Reading and Writing in the Reading and Writing in the Secondary School (SCED 560 § 811)
    Dr. Jack N. Cole
    Secondary Education
    Class 04 February 24, 2010
    4:20 – 6:50 p.m.
  • 2
    Keepers
    _______________
    _______________
    _______________
  • Day’s Agenda
    Opening
    Introductions  Volume, Diction, Pronunciation
    Agassiz and the Fish
    Reading Reaction 5
    Notes Check
    The Directed Reading Lesson
    Preparing a DRL
    Reading and Writing
    Listening and Mind Mapping
    Summary and Conclusion
    3
    View slide
  • 4
    View slide
  • Ten Commandments of Good Listening—Dr. Ralph Nichols
    Interesting
    Speaker
    Don’t Argue
    Look for Big Ideas
    Flexible Notetaking
    Work at Listening
    Handling Distractions
    Tackle Difficult Ideas
    Keep Your Cool
    Use the Differential
  • Listening
    Which of the rules for good listening did you select to work on?
    What has been your progress between last class and this one?
    What do you now see as being your most important rule?
  • How to Read to People
    Stand up
    Volume
    Pronunciation
    Communicate Meaning
    Drama
    Watch Audience
    Watch Yourself
    7
  • Introductions
    I am…
    I bring…
    I want…
    Remember me…
    Who We Are
    Is What We Teach
    8
  • Volume, Accent, Diction
    9
  • Culturally Relevant Instruction
    What is it?
    What is your role?
    What are its effects?
    10
  • Culturally Relevant Instruction
    11
         Nurture an inclusive classroom climate
         Create inclusive physical environment
         Review existing instructional materials for bias in ethnicity, gender and SES
         Select culturally relevant instructional materials
         Understand how cultural frames of reference impact teaching styles
         Communicate high expectations
         Vary communication strategies
         Use an array of grouping practices; avoid tracking
         Use motivational strategies
         Teach students to use problem solving and conflict resolution
         Teach students about negative impact of stereotyping
         Increase students’ willingness to take intellectual risks and develop self-efficacy
         Develop lessons at Banks’ transformational and social action levels
         Reduce cultural conflict between home and school
         Bridge communication styles between home and school
         Use the language, communication styles and culture of home in instruction.
  • Word Problems
    12
  • Dates
    3/11, 3/25, 4/8, 4/15, and 4/22 Praxis Wkshp
    Meet 3/10, 3/25, 4/7, 1/14, 4/21 HH 408
    13

  • JPTAAR
    Judge prior learning by pre-assessing.
    Plan instruction based on prior assessment.
    Teach students to acquire skills/knowledge/behaviors in meaning ways.
    Assess student achievement during and after instruction.
    Analyze the results of post-instruction assessment.
    Reflect on changes to future teaching to improve student achievement.
    14
  • Binder
    Participants are to maintain their course work and materials in a binder. Moreover, the participant will maintain a record of work submitted and returned; a copy of this form should remain in the binder. At the time work is evaluated, the instructor will annotate this record.
    15
  • Discussion and Dialogue
    Whole class discussion will be one of the predominant activities for processing information. Individuals will be evaluated on their quality…not quantity…of participation based on factors such as, having required materials, referring to notes on assigned reading, and taking the initiative to offer proposed answers and insights during class discussions.
    16
  • Reading Reactions
    17
    Reading Reaction Sheet
    Name: Reading Number: Chapter: Version: Date:
     
    What are the key concepts included in this assignment?
    Specifically, how well do the authors' viewpoints serve you and your discipline/learners?
    What ideas in this assignment are useful to you?
    What are the critical distinctions made by the authors?
    What surprises did you find in this reading assignment?
    What is your assessment of the authors’ credibility?
    Comments:
  • Summary and Conclusion
    Key ideas and concepts
    Keepers
    Write a summary
    For next class, bring your binders
    Locate MD state standards for your subject
    Locate national standards for your subject
    Print them and bring them in your binder
    18
  • A Story About Teaching
    • To become the best teacher you can be, enter the profession.
    • Then, keep improving.
    • This story is an allegory.
  • A Story About Teaching
    • What would be the hallmarks of the best teacher you’ve ever known?
    mm
  • A Story About Teaching
    • Which of these hallmarks would you like to achieve yourself?
    list
  • A Story About Teaching
    • This story will help you to do that.
    • It’s about a young learner entering a profession.
    • He learns to learn.
    • Learning to learn equips you for all learning experience.
  • A Story About Teaching
    • What are key skills needed to enter and succeed in a profession?
    list
  • A Story About Teaching
    The story is involves a fish.
    It is a haemulon.
    Pronounced: “HAY myu lon”
    or “HEM u lon”
    And a branch of science.
    “Entomology”
    “En tuh moll uh gee”
    Study of bugs.
  • A Story About Teaching
    Jan and Dean caught a haemulon, otherwise known as a French Grunt, a very ugly fish that makes a grunting noise, early in the Fishing Derby.
    When we got to the Museum of Natural History, Emily saw the display cases of insects, spiders and other bugs and wanted to go to the entomology exhibits.
  • A Story About TeachingAs You Read:
    Figure out what method is used by the professor.
    What are the effects on the learner?
    What activity leads to the learner’s breakthrough?
    What tools does the learner use?
    How does the learner evaluate the lesson?
    How does the professor evaluate the learning?
    How could you use this message in your classroom?
    Take notes.
    Mark up your copy.
  • A Story About TeachingAs You Read:
    How does this story apply to teaching?
    What are the elements that have direct applications?
  • A Story About Teaching
    Now what?
  • The Directed Reading Activity
  • DRL
  • DRL Report Format
    Subject/Objective(s)
    Learners
    Description of Lesson
    Materials
    Learner Tasks/Sequence of Activities
    Evaluation/Assessment
    If Used, How It Went (If Not, Possible Snags)
    What Was Learned/Double Loop Learning
    Refinements
    Conclusion
    Typewritten or Keyboarded
    Key Assignment
  • Transition
    We just….
    You did….
    Next, we will….
    36
  • Objectives
    Learners will read and interpret a complex passage in terms of their teaching practice
    Learners will demonstrate a specific note taking system and show their work to the instructor for comment
    Learners will develop the outline of a plan for a directed reading activity
    37
  • Objectives
    Describe a behavior or observable outcome
    One sentence
    More or less universal format
    Beginning with/using ________, the learner will ________ to this degree of performance _______.
    38
  • Objectives
    Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.
    Initial condition/resources
    Observable performance or product
    How well, how complete, how many
    39
  • Objectives
    Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.
    Initial condition/resources
    Observable performance or product
    How well, how complete, how many
    S
    M
    A
    R
    T
    40
  • Objectives
    Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.
    Specific
    Measurable
    Acheivable
    Relevant
    Time-bound
    41
  • Objectives
    Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.
    Initial condition/resources
    Observable performance or product
    How well, how complete, how many
    42
    Your Turn.
    Write one.
    In your Notes.
  • Transition
    We just….
    You did….
    Next, we will….
    43
  • Directed Reading Lesson Workshop
    What are the steps in preparing a DRL?
    Group 1
    Group 2
    Group 3
    Group 4
    Group 5
    Group 6
    44
  • Directed Reading Lesson Workshop
    What are the steps in preparing a DRL?
    Group 1 -- Brainstorm Steps
    Group 2 -- Mind Map onto Chart
    Group 3 -- Brainstorm onto 3 x 5 Cards
    Group 4 -- Make a Group List
    Group 5 -- Conceptualize: Conceive, Prepare, Produce
    Group 6 -- Create a Procedural Checklist
    45
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    ?
    ?
    ?
    ?
    ?
    ?
    46
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    LP
    47
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    LP (Steps/Timing)
    48
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    LP
    Process Plan
    49
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    LP
    Process Plan (script/included  what show learners?)
    50
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    LP
    Process Plan (included)
    Process Plan Lite (“pocket reference”)
    51
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    Preassessment
    LP
    Process Plan (included)
    Process Plan Lite (“pocket reference” activity guide)
    Pocket Card
    Poster
    PowerPoint
    Desk Reference
    52
    Immediate Preparation
    Confederates/Marshals
    Blocking and Movement Flow
    Remember to:
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    LP
    Process Plan (included)
    Process Plan Lite (“pocket reference” activity guide)
    Materials
    53
  • Directed Reading Lesson Tools
    What are the tools you need to make/have in preparing a DRL?
    LP
    Process Plan (included)
    Process Plan Lite (“pocket reference” activity guide)
    Materials
    Floor Plan/Materials Layout/Technology Checklist
    54
  • Transition
    We just….
    You did….
    Next, we will….revisit Jigsaw
    55
  • Article: Motivation
    Analyze for DRL
    Outline LP
    Outline Assemble-and-Submit Packet
    Apply to Own DRL LP
    56
  • Assembly of DRL Packet
    Page 1: Title, Version, Proposal Paragraph
    Page 2, ff.:
    Newest Version of LP, changes highlighted
    Materials
    Older Versions of LP, w/Comments
    Name, Date, Title, Version on each page (header)
    Page Numbers, 3-hole punched
    Upon Approval, place in binder w/other resources
    57
  • To Remember
    Correct grammar, punctuation, spelling
    High-caliber professional diction
    Short sentences, active verbs
    Quality of presentation
    Transitions
    Description of process at each step
    Sequence and flow
    Format – use tabular format
    Complete contextual information
    58
  • Make it Happen
    Directed Reading Lesson Planning Format
    Audience (Describe Readers/Learners):
    Objectives:
    Reading Material (What, Content, Readability, Reading Level:
    Step of DRL
    Activity
    Outcome Indicator/Deliverable(s)
    Set Up of Lesson
     Readiness
     Motivation
     Tapping Prior Knowledge
     Concept/Vocabulary Development
     Purpose Setting
     
    Silent Reading
    Discussion
    Rereading
     Follow Up
    59
    Objective First
    Context of Lesson
    Externals
  • Work Session
    Objective/Outcomes
    Work plan
    Roster of Roles
    Timing
    Time Checks
    60
  • Article: Motivation
    “Read” It  Outline Objective
    Mark It
    Concepts
    Ideas
    Process
    Important
    Peripheral but Fun
    Create Activities (and Think of Resources)
    Outline LP
    61
  • Make It Happen
    62
  • “Textual Material”
    Look at the subject area text you brought.
    What do you see?
    63
  • Transition
    We just….
    You did….
    Next, we will….
    64
  • Regarding Motivation
    List everything you know about learner motivation
    65
  • Motivation
    Don't ask what the world needs. Ask what makes you comealive, and go do it. Because what the world needs is peoplewho have come alive.  
    - Howard Thurman. American theologian, clergy, mystic, civilrights activist 1900-1981
  • Regarding Motivation
    For the reading you’ll use in your DRL:
    Craft an initial motivation step for your LP
    67
  • Motivation
    Statement
    Interaction
    Learner Do Something
    Demonstration
    Challenge
    Puzzle
    Information/Visual/Audio
    Proposition
    68
  • Transition
    We just….
    You did….
    Next, we will….
    69
  • Reading Reaction (Response)Name: ______ Reading Reaction #: ___5___ Chapter: _______ Version: ____
    What are the key concepts included in this assignment?
    Specifically, how well do the authors' viewpoints serve you and your discipline/learners? 
    What ideas in this assignment are useful to you? 
    What are the critical distinctions made by the authors? 
    What surprises did you find in this reading assignment? 
    What is your assessment of the author’s credibility?
    70
  • Transition
    We just….
    You did….
    Next, we will….
    71
  • Ten Commandments of Good Listening—Dr. Ralph Nichols
    Interesting
    Speaker
    Don’t Argue
    Look for Big Ideas
    Flexible Notetaking
    Work at Listening
    Handling Distractions
    Tackle Difficult Ideas
    Keep Your Cool
    Use the Differential
  • Listening
    Which of the rules for good listening did you select to work on?
    What has been your progress between last class and this one?
    What do you now see as being your most important rule?
  • Memory Jogger
    74
  • The Sequence
    Attention
    Predisposition
    Direct Teaching
    Practice to Competence
    Habituation & Graduation
    75
  • Transition
    We just….
    You did….
    Next, we will….
    76
  • Introductions
    I am…
    I bring…
    I want…
    Remember me…
    77
    Directed Writing Activity
    Task
    Manager
    Timeline
    Validation
    Who We Are
    Is What We Teach
    Accelerated
    Task
  • Transition
    We just….
    You did….
    Next, we will….
    78
  • Jack N. Cole Copyright 2006 Transporter Press
    79
    Key Skill
    Thinking
    Collaboration
    “Sweep the table”
    Parallel and serial
    Mainstream skill
    “Secret Weapon”
  • Mind-Mapping
    Main Idea
  • Mind-Mapping
    Concept
    Main Idea
  • Mind-Mapping
    Concept
    Main Idea
    Sub Concept 1
  • Mind-Mapping
    Concept
    Main Idea
    Sub Concept 1
    Sub Concept 2
  • Mind-Mapping
    Concept 2
    Concept
    Main Idea
    Sub Concept 1
    Sub Concept 2
  • Mind-Mapping
    Concept 2
    Concept
    Main Idea
    Sub Concept 1
    Sub Concept 2
    Concept 3
  • Mind-Mapping: Seewww.inspiration.com
    Concept 2
    Concept
    Main Idea
    Sub Concept 1
    Sub Concept 2
    Concept 3
  • Mind-Mapping: ExampleParty
    Theme
    Refreshments
    Party
    Drinks
    Eats
    Logistics
  • Mind-Mapping: Today’s ClassWhat Things Have We Covered?
    MKSTII
  • Consider How You LearnConsider WHAT You Learn
    All learning is self-directed
    Motivation is our own, or we drag
    We learn best in the real world, by our own efforts
    If you composed an “Everything Book” for yourself, what would it contain?
    And, if you engage a teacher, how would you proceed with learning?
    89
  • 90
    Keepers
    _______________
    _______________
    _______________
  • Next Class
    Calendar Skills (bring a 4-month calendar – or I’ll have them for you)
    National and State Standards
    Your Role
    Steps of the DRL
    92