TCHR <br />6020MAT Classroom <br />ManagementClass #6<br />Dr. Brian Housand<br />East Carolina University<br />March 15, ...
Today’s Agenda<br />CMP Review<br />Tales from the Field<br />Glasser, and Maslow, and Jones! Oh My!<br />RTM: Collecting ...
Tales from the Field<br />
Strategy 6: <br />Adjusting Instruction<br />
William Glasser’s Lead Teaching<br />A warm, supportive classroom environment.<br />A helpful teacher.<br />Schoolwork tha...
Glasser’s Five Needs in the Classroom<br />Survival<br />Belonging<br />Power<br />Fun<br />Freedom<br />
Preferred Activity Time<br />Developed by Fred Jones<br />“Co-opetition”<br />http://fredjones.com/PAT<br />
Reflective Teaching Module<br />
Instructional Intervention<br />Based on the literature you have read, develop an instructional intervention/strategy that...
Variables<br />What can you control? <br />What are the factors that you are dealing with? <br />What is it that you are g...
Data Collection<br />What data will you collect? <br />Some data will be pre-existing.<br />Some data will be created / ga...
Some questions to consider:<br />How will you measure change in behavior<br />Why did you choose this method?<br />How did...
Gimme Five!<br />Five Fabulous Tricks, Tips, and Tools for Today’s Teacher<br />Today’s Five<br />Computer Tool<br />Calen...
www.wallwisher.com/wall/6020wall <br />
QUANTAGORIES26 = L of the A88 = K on a P90 = D in a R A18 = H on a G C4 = Q in a G5 = D in a Z C64 = S on a C B<br />
www.corestandards.org<br />
www.readwritethink.org<br />
First cast of the dice …<br />3<br />1 + 2<br />= 3<br />1 x 2<br />= 2<br />
Second cast of the dice …<br />3<br />+ 12<br />   15<br />3 + 4<br />= 7<br />3 x 4<br />= 12<br />
Third cast of the dice …<br />15<br />+   6<br />   21<br />5 + 1<br />= 6<br />5 x 1<br />= 5<br />
Fourth cast of the dice …<br />21<br />+ 18<br />   39<br />21<br />+   9<br />   30<br />3 + 6<br />=  9<br />3 x 6<br />...
Modifications for Advanced Students<br />Play to 100<br />Disallow paper for calculations or remembering numbers<br />Use ...
Tiered Lesson: Using Powers Option<br />81<br />34<br />= 3 x 3 x 3 x 3 = 81<br />43<br />= 4 x 4 x 4 = 64<br />
Tiered Lesson:Exploring Options<br />2+ 6 = 8<br />62 = 36<br />2 x 6 = 12<br />2 - 6 = -4<br />26 = 64<br />6 - 2 = 4<br />
What about using … <br />64<br />… a multi-sided die<br />36<br />… or two<br />
The success of education depends on adapting teaching to individual differences among learners.<br />Yuezheng,<br />in 4th...
John F. Kennedy<br />“Not every child has an equal talent, or an equal ability, or equal motivation, but children have the...
The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same indi...
Howard GardnerTheory of Multiple Intelligence<br />“It’s not how smart you are but how you are smart.” <br />video<br />
What is Differentiation?<br />Responding to students:<br />Readiness levels<br />Interests<br />Preferred learning modes<b...
Competency Goal 4: The learner will conduct investigations and use appropriate technology to build an understanding of the...
The Five Dimensions of Differentiation<br />Content<br />(Knowledge)<br />Process<br />(Pedagogy)<br />Yourself<br />Produ...
What is Curriculum Compacting?<br />• Modifying or streamlining the regular curriculum <br />• Eliminating the repetition ...
Three Objectives<br />To create a challenging learning environment within the context of the regular curriculum<br />To gu...
For students, Compacting…<br /><ul><li>Recognizes large reservoir of knowledge
Satisfies hunger to learn more about self-selected topics
Encourages independence
Eliminates boredom resulting from unnecessary drill and practice</li></li></ul><li>Types of Compacting<br />Basic Skills C...
Spelling, mathematics, or grammar.
Pre-testing is easier to accomplish.
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Tchr 6020 class 6 - spring 2010

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TCHR 6020
March 15, 2010
Dr. Brian C. Housand
East Carolina Universit

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  • Glasser feels that most teaching is “boss teaching” – We should not be the boss.Boss teachers organize every aspect of the learning and allow for little flexibility or student input. Boss teachers set the tasks and standards, lecture rather than demonstrate, only rarely ask for student input, grade without involving students in the evaluation and use coercion to try to make students comply with expectations.
  • Lead teachers recognize that motivation comes from student interests and needs. In groups, what are 3-5 specific strategies that you can use to ensure that you are leading instead of bossing.
  • 3 Points
  • Handout – Type 1
  • Handout Type 2 of Compacting
  • Tchr 6020 class 6 - spring 2010

    1. 1. TCHR <br />6020MAT Classroom <br />ManagementClass #6<br />Dr. Brian Housand<br />East Carolina University<br />March 15, 2010<br />
    2. 2.
    3. 3. Today’s Agenda<br />CMP Review<br />Tales from the Field<br />Glasser, and Maslow, and Jones! Oh My!<br />RTM: Collecting Data<br />Gimme Five<br />Let’s Roll<br />Differentiation<br />
    4. 4. Tales from the Field<br />
    5. 5. Strategy 6: <br />Adjusting Instruction<br />
    6. 6.
    7. 7. William Glasser’s Lead Teaching<br />A warm, supportive classroom environment.<br />A helpful teacher.<br />Schoolwork that is useful. <br />Encouragement for students to do the best they can. <br />Evaluation and improvement of student work. <br />
    8. 8. Glasser’s Five Needs in the Classroom<br />Survival<br />Belonging<br />Power<br />Fun<br />Freedom<br />
    9. 9.
    10. 10.
    11. 11. Preferred Activity Time<br />Developed by Fred Jones<br />“Co-opetition”<br />http://fredjones.com/PAT<br />
    12. 12. Reflective Teaching Module<br />
    13. 13. Instructional Intervention<br />Based on the literature you have read, develop an instructional intervention/strategy that is aimed at “fixing” or improving the issue.<br />Implement the plan over a two week period (10 school days). <br />
    14. 14. Variables<br />What can you control? <br />What are the factors that you are dealing with? <br />What is it that you are going to change in the equation? <br />Limitations are part of any experiment. You need to know what the limitations are and state them. This will come out in the Discussion section of your paper. <br />
    15. 15. Data Collection<br />What data will you collect? <br />Some data will be pre-existing.<br />Some data will be created / gathered by you. <br />Note: This project is unique to every student in TCHR 6020. While there may be some similarities, each project will be different. <br />
    16. 16. Some questions to consider:<br />How will you measure change in behavior<br />Why did you choose this method?<br />How did you establish baseline data?<br />How often will you introduce the instructional intervention?<br />How will you measure change over time?<br />How often will you measure change over time?<br />Why did you choose to measure behavior at these intervals?<br />How will you collect “end” data? <br />
    17. 17. Gimme Five!<br />Five Fabulous Tricks, Tips, and Tools for Today’s Teacher<br />Today’s Five<br />Computer Tool<br />Calendar Ideas<br />Challenge<br />Curriculum Core Standards<br />Content Resource<br />
    18. 18. www.wallwisher.com/wall/6020wall <br />
    19. 19. QUANTAGORIES26 = L of the A88 = K on a P90 = D in a R A18 = H on a G C4 = Q in a G5 = D in a Z C64 = S on a C B<br />
    20. 20. www.corestandards.org<br />
    21. 21. www.readwritethink.org<br />
    22. 22. First cast of the dice …<br />3<br />1 + 2<br />= 3<br />1 x 2<br />= 2<br />
    23. 23. Second cast of the dice …<br />3<br />+ 12<br /> 15<br />3 + 4<br />= 7<br />3 x 4<br />= 12<br />
    24. 24. Third cast of the dice …<br />15<br />+ 6<br /> 21<br />5 + 1<br />= 6<br />5 x 1<br />= 5<br />
    25. 25. Fourth cast of the dice …<br />21<br />+ 18<br /> 39<br />21<br />+ 9<br /> 30<br />3 + 6<br />= 9<br />3 x 6<br />= 18<br />
    26. 26. Modifications for Advanced Students<br />Play to 100<br />Disallow paper for calculations or remembering numbers<br />Use powers<br />Use subtraction <br />Allow negative numbers<br />What about fractions?<br />
    27. 27. Tiered Lesson: Using Powers Option<br />81<br />34<br />= 3 x 3 x 3 x 3 = 81<br />43<br />= 4 x 4 x 4 = 64<br />
    28. 28. Tiered Lesson:Exploring Options<br />2+ 6 = 8<br />62 = 36<br />2 x 6 = 12<br />2 - 6 = -4<br />26 = 64<br />6 - 2 = 4<br />
    29. 29. What about using … <br />64<br />… a multi-sided die<br />36<br />… or two<br />
    30. 30.
    31. 31.
    32. 32.
    33. 33. The success of education depends on adapting teaching to individual differences among learners.<br />Yuezheng,<br />in 4th century B. C. Chinese treatise, Xue Ji<br />
    34. 34. John F. Kennedy<br />“Not every child has an equal talent, or an equal ability, or equal motivation, but children have the equal right to develop their talent, their ability, and their motivation.”<br />
    35. 35. The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus feel justified in teaching them all the same subjects in the same way. <br /> -- Howard Gardner<br />
    36. 36. Howard GardnerTheory of Multiple Intelligence<br />“It’s not how smart you are but how you are smart.” <br />video<br />
    37. 37.
    38. 38. What is Differentiation?<br />Responding to students:<br />Readiness levels<br />Interests<br />Preferred learning modes<br />Curriculum modification of:<br />Content<br />Process<br />Products<br />Tomlinson (1999)<br />
    39. 39. Competency Goal 4: The learner will conduct investigations and use appropriate technology to build an understanding of the form and function of the skeletal and muscle systems of the human body.<br />4.01 Identify the skeleton as a system of the human body.<br />4.02 Describe several functions of bones:<br />Support / Protection / Locomotion<br />4.03 Describe the functions of different types of joints:<br />Hinge / Ball and socket / Gliding<br />4.04 Describe how different kinds of joints allow movement and compare this to the movement of mechanical devices.<br />4.05 Observe and describe how muscles cause the body to move.<br />
    40. 40. The Five Dimensions of Differentiation<br />Content<br />(Knowledge)<br />Process<br />(Pedagogy)<br />Yourself<br />Products<br />(Expression Styles)<br />Classroom Organization and Management<br />
    41. 41.
    42. 42. What is Curriculum Compacting?<br />• Modifying or streamlining the regular curriculum <br />• Eliminating the repetition of previously mastered material<br />• Upgrading the challenge level of the regular curriculum<br />• Providing time for enrichment and/or acceleration activities while ensuring mastery of basic skills<br />
    43. 43. Three Objectives<br />To create a challenging learning environment within the context of the regular curriculum<br />To guarantee proficiency in the basic curriculum<br />To “buy” time for enrichment and acceleration<br />
    44. 44.
    45. 45. For students, Compacting…<br /><ul><li>Recognizes large reservoir of knowledge
    46. 46. Satisfies hunger to learn more about self-selected topics
    47. 47. Encourages independence
    48. 48. Eliminates boredom resulting from unnecessary drill and practice</li></li></ul><li>Types of Compacting<br />Basic Skills Compacting:<br /><ul><li>Eliminates specific skills that students have already acquired.
    49. 49. Spelling, mathematics, or grammar.
    50. 50. Pre-testing is easier to accomplish.
    51. 51. Mastery can be documented more easily and objectively.</li></li></ul><li>Types of Compacting<br />Content Compacting:<br /><ul><li>Social studies, science, and literature
    52. 52. Students may already know the objectives or may be able to read the material and master the objectives in a fraction of the time.
    53. 53. More flexible – students can absorb the material at their own speed.
    54. 54. Evaluation may be less formal – essays, interviews, or open ended tasks.</li></li></ul><li>Other Ideas for Differentiation<br />Learning Contracts<br />Learning Centers<br />Flexible Grouping<br />Acceleration and Remediation<br />Enrichment<br />Interest Based Explorations<br />Creative Outlets<br />
    55. 55.
    56. 56. March 29, 2010<br />Charles #7 Fostering Togetherness<br />RTM: Data Analysis<br />TGS: Unit 8 – Professional Life in Balance<br />Next Time<br />

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