Unit 3: Understanding Instructional  Processes   EDUA 1800 February 18, 2010
Unit Question: How can we convert our knowledge about development, diversity, and learning into effective teaching practic...
Findings  &  Implications <ul><li>Intelligence is not a static reality that is fixed at birth. It is a dynamic, ever-growi...
Findings  &  Implications <ul><li>Students learn in radically different ways, and intelligence is multi-faceted and comple...
Findings  &  Implications <ul><li>Information is stored in a natural hierarchy in the brain, with highly generalized conce...
Findings  &  Implications <ul><li>The mind operates through various cognitive patterns which can be improved, amplified, a...
Findings  &  Implications <ul><li>Learning about how we learn and thinking about how we think can accelerate learning and ...
Findings  &  Implications <ul><li>Students in cooperative learning classrooms perform better academically and develop stro...
Findings  &  Implications <ul><li>Attitudes and perceptions play a fundamental role in the learning process. A student’s p...
Strategic Teaching <ul><li>Making deliberate, informed decisions about the best tools to use for each learning task and to...
 
 
Success for All Learners
 
Comparing, contrasting, classifying, analogies, and metaphors 45%
Summarizing and note taking 34% Details or Support Main Ideas Class  Topic  Date Two Column Notes  (6.83)
Generating non-linguistic representations Three-Point Approach  (6.36) 27% Synonym or Example Diagram Word or Concept Defi...
Providing questions, cues, and advance organizers <ul><li>Lesson Frame (6.19) </li></ul><ul><li>Anticipation Guides (6.25)...
 
Using cooperative learning 27%
Cooperative Learning <ul><li>When implemented properly, cooperative learning is a powerful instructional approach resultin...
Small, heterogeneous groups
Clear goals
Positive interdependence <ul><li>Positive correlation of outcomes </li></ul><ul><ul><li>Are students on the same side? </l...
Training and/or structure that facilitates effective interaction skills
Teacher as monitor and resource
Individual accountability <ul><li>Is individual, public performance required? </li></ul><ul><ul><li>Individual: performanc...
Rewards for group success
Varying duration
Self-evaluation
Frayer Plus Concept Builder <ul><li>Topic/concept: Cooperative Learning </li></ul><ul><li>Characteristics </li></ul><ul><l...
Next class:  <ul><li>Creating and Maintaining a Productive Classroom Environment </li></ul><ul><li>Prep: Read Chapter 11 <...
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Class 14

  1. 1. Unit 3: Understanding Instructional Processes EDUA 1800 February 18, 2010
  2. 2. Unit Question: How can we convert our knowledge about development, diversity, and learning into effective teaching practice?
  3. 3. Findings & Implications <ul><li>Intelligence is not a static reality that is fixed at birth. It is a dynamic, ever-growing, changing reality throughout one’s life. Intelligence can be improved, expanded and amplified. </li></ul><ul><li>Recognize that all students can learn and facilitate the growth of every student in the classroom, not only the most capable. </li></ul>
  4. 4. Findings & Implications <ul><li>Students learn in radically different ways, and intelligence is multi-faceted and complex. </li></ul><ul><li>Design learning experiences to accommodate students with various styles of learning and various forms of intelligence. </li></ul>
  5. 5. Findings & Implications <ul><li>Information is stored in a natural hierarchy in the brain, with highly generalized concepts followed by less inclusive concepts, and finally by specific facts and details. </li></ul><ul><li>Help students develop a conceptual framework by painting the big picture first. </li></ul>
  6. 6. Findings & Implications <ul><li>The mind operates through various cognitive patterns which can be improved, amplified, and changed through the explicit teaching of thinking skills and cognitive processes. </li></ul><ul><li>Teach thinking and learning strategies explicitly to enhance every student’s possibilities for success. </li></ul>
  7. 7. Findings & Implications <ul><li>Learning about how we learn and thinking about how we think can accelerate learning and can significantly increase the levels of transfer of learning beyond the teaching/learning situation into life. </li></ul><ul><li>Help students become experts on their own thinking and learning processes. </li></ul>
  8. 8. Findings & Implications <ul><li>Students in cooperative learning classrooms perform better academically and develop stronger scholastic aspirations and more positive social behaviour. </li></ul><ul><li>Facilitate cooperative learning experiences for students. </li></ul>
  9. 9. Findings & Implications <ul><li>Attitudes and perceptions play a fundamental role in the learning process. A student’s perception that he or she is a poor learner overrides natural ability and previous learning. </li></ul><ul><li>Foster a positive, affirming climate in the classroom and help students develop cognitive self-esteem. </li></ul>
  10. 10. Strategic Teaching <ul><li>Making deliberate, informed decisions about the best tools to use for each learning task and to reach each learning outcome of a curriculum, given the particular needs and characteristics of the students. </li></ul>
  11. 13. Success for All Learners
  12. 15. Comparing, contrasting, classifying, analogies, and metaphors 45%
  13. 16. Summarizing and note taking 34% Details or Support Main Ideas Class Topic Date Two Column Notes (6.83)
  14. 17. Generating non-linguistic representations Three-Point Approach (6.36) 27% Synonym or Example Diagram Word or Concept Definition
  15. 18. Providing questions, cues, and advance organizers <ul><li>Lesson Frame (6.19) </li></ul><ul><li>Anticipation Guides (6.25) </li></ul><ul><li>Charting the Patterns (6.41) </li></ul><ul><li>Paragraph Frame (6.64) </li></ul><ul><li>Fact-Based and Issue-Based Article Analysis (6.70) </li></ul><ul><li>SQ3R (6.65) </li></ul>22%
  16. 20. Using cooperative learning 27%
  17. 21. Cooperative Learning <ul><li>When implemented properly, cooperative learning is a powerful instructional approach resulting in a spectrum of positive outcomes. </li></ul><ul><li>Cooperative learning is not just having students work in groups. </li></ul><ul><li>What are the features of effective cooperative groups? </li></ul><ul><li>Which are critical characteristics of cooperative learning? </li></ul>
  18. 22. Small, heterogeneous groups
  19. 23. Clear goals
  20. 24. Positive interdependence <ul><li>Positive correlation of outcomes </li></ul><ul><ul><li>Are students on the same side? </li></ul></ul><ul><li>Interdependence </li></ul><ul><ul><li>Does the task require working together? </li></ul></ul><ul><li>Ways to achieve: </li></ul><ul><ul><li>Varied knowledge or skills </li></ul></ul><ul><ul><li>Resource access </li></ul></ul><ul><ul><li>Roles </li></ul></ul><ul><ul><li>Challenging tasks </li></ul></ul>
  21. 25. Training and/or structure that facilitates effective interaction skills
  22. 26. Teacher as monitor and resource
  23. 27. Individual accountability <ul><li>Is individual, public performance required? </li></ul><ul><ul><li>Individual: performance is done alone without help </li></ul></ul><ul><ul><li>Public: someone witnesses the performance </li></ul></ul><ul><ul><li>Required: not optional </li></ul></ul>
  24. 28. Rewards for group success
  25. 29. Varying duration
  26. 30. Self-evaluation
  27. 31. Frayer Plus Concept Builder <ul><li>Topic/concept: Cooperative Learning </li></ul><ul><li>Characteristics </li></ul><ul><li>Essential (always) </li></ul><ul><li>Non-essential (sometimes) </li></ul><ul><li>Non-characteristics (never) </li></ul><ul><li>Examples and Non-examples </li></ul><ul><li>Generate a non-linguistic representation </li></ul><ul><li>Define in own words </li></ul>
  28. 32. Next class: <ul><li>Creating and Maintaining a Productive Classroom Environment </li></ul><ul><li>Prep: Read Chapter 11 </li></ul>

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