Welcome!Before you find a seat, please….•Sign in on the clipboard•Think of a word thatcharacterizes your group
June 24, 2013Today’s agendaIntroductions, group expectationsOverview syllabusReview curriculum designsLearning styles and surveysReview chapter 1 on UbD and DI
Essential Questions for today’ssession:What are the expectations and assignmentsfor this course?How does Effective Instruction fit into theEDMA program?How do teachers use Learning Styles inEffective Instruction?How will UbD integrate with DI?
Course Objectives Examine current theories and research-based literature tounderstand multiple components of effective instructional practice Demonstrate the ability to plan instruction, utilizing a lesson designmodel Create an instructional plan that addresses a curricular objective byusing multiple instructional strategies Plan instruction using critical and/or creative thinking processesthat deepen learning and increase rigor Adapt lessons to differentiate instruction for groups of students withdiffering abilities as determined by assessment data Demonstrate the ability to monitor student learning during a lessonand adjust instruction accordingly
Icebreaker Activity!As a group at your tables, think of four things youall have in common. Next, think of the people who play different rolesin your cohort. Who are they and what are their“roles”. Example: who’s the caretaker? Worrier?Jokester? Justifier? Sharer?Lastly, list the strengths and weaknesses of yourcohort. What do I need to know about yourgroup?
Setting Norms for ClassAt your tables, come up with three to four“norms” (expectations) you want for our class.Example norms from my PLC: The Knuckleheads’We agree to:Start our meetings on time and end on time.Share at least one idea at each meeting.Listen to one another, respect each other’s ideas.Participate in discussions, be willing to share, keep sidebarconversations on topic.Stay positive, no complaining unless a solution can be offered.
Clock PartnersPlease fill in your clock with a different person ateach time.Try to find at least one person you haven’t workedmuch with to be on your clock.
Share your questions and opinionsChoose a place to start. Please have no more than 2people at each place. At my signal, you will moveclockwise around the room.At each topic, please write in at least two of theboxes. (Carousel)
Review CurriculumWhat is the definition of curriculum? (Pair Share attables)What characteristics does an effective curriculumhave? (Talking Chips-whole group)Look at the characteristics we listed. How does awell-designed curriculum benefit students? Discusswith your 1 o’clock partners. Be prepared to share oneor two ideas connected a characteristic.
Curriculum poemsPuzzle activity: With your 3 o’clock partner, you willcreate a “Who am I” poem to describe the curriculumtype.Reflect: Which type of curriculum do you prefer?What does that say about you as a learner? As ateacher?
Learning Styles…Do they exist? On the strategy guide, write down yourbelief before we begin the video. As the video plays,write down statements in which you agree ordisagree. When the video is finished, I will give you afew minutes to fill in the evidence/support boxes.Then we will discuss the videos. (Discoursecircle/Save the Last word for me)
Video: Learning Styles Don’t Exist (video 1 and 2)Topic: _________________________________________Name: _________________________________________Preview/Review: Write down your beliefs about learning styles and their place in the classroom.Record: (Make notes from the video in which you..)Be prepared to support your notes with evidence.I Agree… (statements/opinions) Here’s why…(evidence/support)I Disagree… (statements/opinions) Here’s why…(evidence/support)Whole class: Discuss-Save the Last Word For Me.Reflect! How has the discussion added, strengthened, or changed yourinitial belief?
Characteristics of LearnersLearning Styles Preview!www.xtranormal.comVisual LearnersRemember written directions well.Need to see material to learn it.May be artistic.May have difficulties focusing on lectures if thereare few visuals.
Auditory Learners Very good at remembering what they hear.May have difficulties remembering thingsthat they have read. Also may havedifficulties reading and/or writing.Can find it hard to read facial and bodylanguage.
Tactile/Kinesthetic Learners Need hands-on/active learning (touch andmovement).Don’t require instructions to assemblesomething.Can have difficulties if have to remainseated for a long period of time.May be athletic. Learning style survey
Connecting Multiple Intelligences and MultipleLearning StylesVisual (spatial). You prefer using pictures, images, and spatialunderstanding.Aural (auditory-musical). You prefer using sound and music.Verbal (linguistic). You prefer using words, both in speech and writing.Physical (kinesthetic). You prefer using your body, hands and sense oftouch.Logical (mathematical). You prefer using logic, reasoning and systems.Social (interpersonal). You prefer to learn in groups or with otherpeople.Solitary (intrapersonal). You prefer to work alone and use self-study.Multiple Intelligence survey
Connecting Brain research to MultipleLearning StylesResearch shows us that each learning style uses differentparts of the brain. By involving more of the brain duringlearning, we remember more of what we learn.Researchers using brain-imaging technologies have beenable to find out the key areas of the brain responsible foreach learning style.:During WWI scientists began drawing conclusions on howthe brain functions and what parts of the brain controlswhat. When shrapnel would enter parts of the brain,scientists would observe what part of human functioningwas impeded. During WW II, scientists were able toconfirm these studies.
Learning Styles assignment#1 ______ Learning Style Survey Find a Learning Styles survey that could be administered to your class in the fall.Bring a copy of the Learning Style survey or the print the first page of the survey if itis found online. From the survey, describe how you will organize the data youcollect. ______ Analyze Your Teaching Style with your Learning Style Participate in a Learning Style Survey. Identify your learning style and analyze itsimpact on your teaching style. What trends or patterns to do see? How do youdesign curriculum to include all learning styles? What could you add or change inyour teaching to be more varied in your delivery of curriculum?
______ Parent InformationCreate a product (Brochure, letter, or other) that explains thesignificance of understanding their child’s learning preferences. Givestudy tips for homework related to their learning preference. Oneproduct may be made that includes all three learning styles orseparate products can be made for each learning style. The productshould be word-processed.______PresentationBe prepared to share your findings, student survey, and brochure.Explain how you include or will include more learning styles in one ormore areas.Total __ out of 10
Understanding by Design (UbD) andDifferentiated (Responsive) Instruction (DI)UbD and DI Focus on four elements:Whom they teach (students)Where they teach (learning environment)What they teach (content)How they teach (instruction)
UbD focuses on what we teach and what assessmentevidence do we need to collect. Its primary goal is toguide student learning and how and what we teachto make students successful.DI focuses on whom we teach, where we teach, andhow we teach.Its primary goal is getting teachers to focus onprocesses and procedures to ensure effectivelearning for varied individuals.
Activity: Axioms and thesupported corollariesPartner with your 5 o’clock partner. (Jigsaw). Read theaxiom and corollaries. Find in the scenario the connectionbetween Mr. Axelt’s actions and the axiom and corollaries.Frame your thoughts by thinking about these guidingquestions:What the students do in the lesson/unitHow Mr. Axelt designs the lesson/unitHow Mr. Axelt delivers the lesson/unitIn sharing with us, please include the following: axiomand corollaries, one-two word generalization that sums upthe axiom (title), and examples of how Mr. Axeltdemonstrated understanding of the axiom. Your groupmay choose how you present to us.
Weekly Reading assignmentsIn each session, we will discuss the chapter assignedfor the week. Please come prepared with two or threepoints from the week’s reading: (Socratic method)Ah ha moments: (Wow, I never thought of it thatway.)Right on moments: (He got that right!)Really moments: (The author has got to be kidding!)Question moments: (Why? All I can say is why!)
For Wednesday’s sessionPlease read chapter 2 for our next session.Assessment #1 is due July 3.