Active learning
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Active learning

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Active learning Active learning Presentation Transcript

  • As a third grade teacher I give many assignments. I have picked afew writhing and reading assignments to share with you for thisassignment. Construct 2 compound sentences and label its parts Eliminate the fragment sentences in the paragraph Change the fragments into complete sentences Summarize major parts of nonfiction text Organize events logically Read daily
  • When I reflect on my list of task, I see a lower level of thinking and teachingwith these assignments. With any student you have to start off with thesmallest form but you hope throughout the year that you build to higherlevels. I believe that I use a lot the Information process theory. I say thisbecause I believe that my student’s mind sometime work like a computer likethe chapter states. Their computer works a little differently though. Studentsinput the information, they process it for that time, and then once theyoutput the information it is gone. I think that the way the tasks arepresented can change this thinking. The strategies in the next section couldenrich and enhance the learning and retaining of the important informationbeing taught.
  • Three learning strategies stood out to me after reading this chapter. Thesestrategies tie in to what I do in my classroom now but they also give so muchroom to grow and enhance when using them. Each of these strategies hassomething in common. They allow the students to take a more active roll inthe assignment that is given. Teacher and students are able to discuss andcollaborate together. These are ways I would like to see my students learningand I as a teacher enhancing my teaching style.
  • When I read this the first thing that came to mind wasconversation. This learning strategy promotes that between the studentand teacher. The task of explaining the topic or assignment is nowshifted to the student. Conversation is open between the student and teachergiving the student more of a chance to be involved. This would affect my teaching in a positive way.
  • This could be applied in many aspects of my classroom andteaching because of the requirement to discover the rule behindthe concept. Students could ask the question of why? Why docompound sentences need conjunctions? Why are organizingevents logically important? Questioning the rules opens the topicup for conversation. It also gives the student the urge to find outthe answer. Which is what a teacher wants withinquiry/discovery learning to discover the rules to things that arebeing taught. Both student and teacher are able to givefeedback.
  • • Students have a new and different way to present their findings.• Students could break down the rules and concepts of their topic and put them in a Web essay.• They could use graphics on their Web essay showing events out of order and how it changes the outcome.• The students are learning new technology skills while enriching their work as well.
  • Case base learning allows a teacher to open the classroomso that students can collaborate with each other.Students would be able put themselves in realisticsituations and generate their explanations to the situation.Case base learning affects my expectations of my student’swork. Students will be expected to develop the ability to expand on their responses.
  • I would be able to apply case base learning in my literacy timewith novel studies and their daily reading task.
  • • Students could use the Internet to research the era and location of the story.• Pictures of the story’s setting, and video of other people’s take of the story could also be used to enrich their character perception.• Each one of these technology enhancements unlocks the doors to more facts, help, and feedback for the students.
  • This is my favorite learning strategy.I feel that collaborative shows students how to work aspartners or a team.This style of learning takes you out of the cookie cutterphase of learning and teaching.The students take on the construction of the assignment.
  • Collaborative learning would work best with the task ofpersuasive writing. Students could work in pairs or groupsand try to persuade the other groups to see their point justlike in a debate. This collaborative learning lets studentssee other’s viewpoints and learn how to work with othersopinions and suggestions. I’ve used this activity in my classmany times with persuasive writing. Students enjoy thetime with their classmates. They feed off one another andhelp each other to build strong points and details.
  • • Students to pair off and make a cartoon strip or storyboard to present their paper. • Fun and interesting way to present a persuasive paper• Adding funny characters or giving their point in a story could persuade others to see their side on the issue.
  • “ Mills, 2006”.Mims(July 11, 2012). Clif’s Notes*Professor Blog+ http://clifmims.com/blog/