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Unit 3: Building Community EDUC 2530 Class 14
Birthdate Fun <ul><li>Write down the number of your birth month (January = 1) </li></ul><ul><li>Multiply by 2 </li></ul><u...
<ul><li>Add 65 </li></ul><ul><li>What do you notice about your answer? </li></ul>
Unit 3: Building Community <ul><li>Unit question: How can teachers build and maintain an inclusive learning community with...
Emotions can enhance or impede learning
Emotions can interfere with learning by limiting the capacity to balance emotional issues with schoolwork.
Emotions can interfere with learning by  creating anxiety about schoolwork.
Emotions can interfere with students' learning by triggering emotional responses to classroom events.
 
Teachers can create an emotionally safe classroom environment <ul><li>Affirm students' accomplishments in noncompetitive w...
Positive teacher-student relationships are key to creating an emotionally safe classroom environment.
Problem-based Learning
Problem-based Project-based Begins with a problem to solve or learn about Somewhat ambiguous to mirror real-life Uses an i...
POCD <ul><li>State the PROBLEM(S) </li></ul><ul><li>Identify the OPTIONS </li></ul><ul><li>CONSIDER each option </li></ul>...
State the PROBLEM(S) <ul><li>Identify the issue(s)/problem(s) you see in regard to designing a positive educational enviro...
Identify the OPTIONS <ul><li>Brainstorm options to address the problem/issue </li></ul><ul><li>Investigate options </li></...
Presentation
Wednesday: CONSIDER each option <ul><li>What does research/literature say about each option you've identified? </li></ul><...
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Class 14

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Transcript of "Class 14"

  1. 1. Unit 3: Building Community EDUC 2530 Class 14
  2. 2. Birthdate Fun <ul><li>Write down the number of your birth month (January = 1) </li></ul><ul><li>Multiply by 2 </li></ul><ul><li>Add 6 </li></ul><ul><li>Multiply by 50 </li></ul><ul><li>Add the date of your birth </li></ul><ul><li>Subtract 365 </li></ul>
  3. 3. <ul><li>Add 65 </li></ul><ul><li>What do you notice about your answer? </li></ul>
  4. 4. Unit 3: Building Community <ul><li>Unit question: How can teachers build and maintain an inclusive learning community within the classroom? </li></ul><ul><li>Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. </li></ul>
  5. 5. Emotions can enhance or impede learning
  6. 6. Emotions can interfere with learning by limiting the capacity to balance emotional issues with schoolwork.
  7. 7. Emotions can interfere with learning by creating anxiety about schoolwork.
  8. 8. Emotions can interfere with students' learning by triggering emotional responses to classroom events.
  9. 10. Teachers can create an emotionally safe classroom environment <ul><li>Affirm students' accomplishments in noncompetitive ways </li></ul><ul><li>Encourage self-confidence </li></ul><ul><li>Provide opportunities to take risks without penalty </li></ul><ul><li>Give thoughtful feedback </li></ul>
  10. 11. Positive teacher-student relationships are key to creating an emotionally safe classroom environment.
  11. 12. Problem-based Learning
  12. 13. Problem-based Project-based Begins with a problem to solve or learn about Somewhat ambiguous to mirror real-life Uses an inquiry model Students present conclusions of problem-solving process but not necessarily a product Defined problem is the driving force Begins with an end product in mind Production of product typically raises one or more problems for students to solve Uses a production model Students use or present the product they created End product is the driving force Authentic real world tasks More than one right answer or approach Student centered, teacher facilitated Multiple sources of information Performance based assessment
  13. 14. POCD <ul><li>State the PROBLEM(S) </li></ul><ul><li>Identify the OPTIONS </li></ul><ul><li>CONSIDER each option </li></ul><ul><li>DECIDE on an action </li></ul>
  14. 15. State the PROBLEM(S) <ul><li>Identify the issue(s)/problem(s) you see in regard to designing a positive educational environment and/or managing behaviour </li></ul><ul><li>State the problem(s) in the form of a question. </li></ul>
  15. 16. Identify the OPTIONS <ul><li>Brainstorm options to address the problem/issue </li></ul><ul><li>Investigate options </li></ul><ul><li>As you investigate, be open to ideas that you may not have originally considered </li></ul>
  16. 17. Presentation
  17. 18. Wednesday: CONSIDER each option <ul><li>What does research/literature say about each option you've identified? </li></ul><ul><li>What are the advantages/disadvantages of each option? </li></ul><ul><li>Consider outcomes and unintended results of each option </li></ul>

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