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Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
Class 14
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Class 14
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Class 14
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Class 14

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Transcript

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

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