Briarwood Extended Period Workshop
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Briarwood Extended Period Workshop

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This presentation was used at a workshop for Briarwood Christian School in Birmingham, AL.

This presentation was used at a workshop for Briarwood Christian School in Birmingham, AL.

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Briarwood Extended Period Workshop Briarwood Extended Period Workshop Presentation Transcript

  • Extended Period Class Workshop Briarwood Christian School August 8, 2012
  • IntroductionsJulia Osteen Sandra BaggettTechnology Integration Chair JH TeacherJH Teacher Greater Atlanta ChristianGreater Atlanta Christian SchoolSchool
  • Initial Reflections
  • Getting to Know YouDirections: You MUST wait until we say “go” tostart. Line up according to birthday taking intoaccount just month and day. January starts overhere and December ends there. Everyone mustwork together.
  • Getting to Know YouReflections-What did we learn about ourselves?What did you observe during the activity?What value does this type of activity have?
  • The Shifting ParadigmWork in Groups of 4 or 5 -What is the ideal classroom? What does itlook like? What is happening? What isthe teacher doing? What are the studentsdoing?Add your groups’ thoughts to the GoogleDoc - http://tinyurl.com/bcideal
  • The Shifting Paradigm Teacher-Centered Student-Centered Teacher is Expert Everyone is a Learner External Motivation Students seek knowledge Teacher in Front Internal motivation Work for the Teacher Student Ownership Students Listen Variety of Groupings Student Choice Authentic Audience Meaningful Work
  • Bloom’s Taxonomy
  • Bloom’s Taxonomy
  • Student EngagementWork in Groups of 4 or 5 -What comes to mind when you hear the words“student engagement?” When do you know astudent is engaged in the learning process?http://linoit.com/users/josteen/canvases/Student Engagement - your group add a stickynote for each question
  • Student EngagementFrom “Engage Me or Enrage Me” What Today’sLearners Demand by Marc Prensky3 Types of Students: self motivated, goes through themotions, tune us outAll the students we teach have something in their livesthat’s really engaging—something that they do andthat they are good at, something that has an engaging,creative component to it.
  • Student EngagementStudents’ lives today are media-rich.They expect to be engaged by what they experience.Words that describe games kids are engaged by:“Explore...” “Take on your friends.” “Ex- citing!”“Challenging!” “Master...” “Amass...” “Build...”“Perform...” “Re- search...” “Lead...” “Don’t workalone.”Do These words describe our classrooms?
  • Group DevelopmentTwo are better than one, because they have a goodreturn for their toil. For if they fall, one will lift up hisfellow; but woe to him who is alone when he falls andhas not another to lift him up. Again, if two lietogether, they are warm; but how can one be warmalone? And though a man might prevail against onewho is alone, two will withstand him.--Ecclesiastes 4:9-12
  • Group DevelopmentForming - orientation/testing/dependenceStorming - conflictNorming - group cohesionPerforming -functional role-relatednessBruce W. Tuckman, 1965.
  • FormingTesting the group and selfDependence on authorityPolite but impersonalWatchfulGuarded not transparentBruce W. Tuckman, 1965.
  • StormingConflictRebel against each otherResponse to group influenceCompete for power or attentionBruce W. Tuckman, 1965.
  • NormingHarmonyTrustSupportCohesive GroupConfronting issues on workBruce W. Tuckman, 1965.
  • PerformingCollaborativeInterdependentShared LeadershipFlexibleResourcefulPerform at High Levels
  • Activities Getting to Know You Interview in Pairs Yes . . . and Sticky Note Questions
  • ActivitiesYes . . .andAgreeAgree and then add something of yourownMake StatementsThere are no mistakes, only opportunities.
  • Activities Sticky Note Questions