Teachingnotes pechakucha


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Teachingnotes pechakucha

  1. 1. 1 Pecha Kucha Differentiated Curriculum refers to teaching that is adapted to take into account the individual differences and needs of students in2 One size does not fit all any one classroom It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is3 Making adjustments relevant, flexible and responsive, leading to successful achievement and the development of students as self-regulated learners. Quantitative, HSC, pressure IN MY CLASSROOM:4 Results I value little successes and wins from students. All students can achieve. Eliminate unnecessary teaching IN MY CLASSROOM:5 How do we teach? More and more tasks are student directed and teacher guided. Verbal/Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic6 Learning styles Naturalistic Musical Intelligence Interpersonal Intrapersonal BEA – FLIPPED CLASSROOM Content of curriculum comprises: • Ideas • Concepts • Information presented to students Content can be made: • More complex7 Content • More varied • Organised differently IN MY CLASSROOM: Scaffolds, Edmodo, Different approaches to content – worksheets, video, interactive, discussion.
  2. 2. JUDE Product is:8 Product • What the students produce • NOT a summation of content Process is the way in which the content is presented to students Higher order thinking9 Process Open-ended processing Inquiry HOW we teach Blooms Strategies to move beyond the textbook include the selection of supplementary materials, the use of primary source documents, the use of trade books and publications, the use of biography in all subject areas, and the regular employment of reference materials in10 Questions the classroom IN MY CLASSROOM: Reflective High Order Options Re-Questioning and phrasing Focus question (Project Based Learning)
  3. 3. The skills of higher order thinking, creative and divergent thinking, problem solving, decision making, forecasting and planning are all recommended strategies not only for gifted students but for all students • Would all students want to be involved in such learning experiences? • Could all students be involved in such learning experiences? • Should all students be expected to succeed Changing the in such learning experiences?11 approach • The expectation that students learn best by being seated in rows and working in silence is unfounded and continually questioned by researchers. The need for control in classrooms sometimes leads teachers to the false belief that a restrictive and passive classroom environment will ensure positive student behaviours • Pre-test IN MY CLASSROOM: Brainstorm the topic to see what each student knows and reflect upon it, share ideas Students learn through doing, rather than listening. Who is the expert in the classroom. IN MY CLASSROOM:12 Student Discovery Teach by THEME and students need to solve the problem through experimentation, trial and error, peer feedback • Providing opportunities for self-directed, independent study • Well designed open-ended activities provide opportunities for learners to match the quality of their responses to their ability level and to respond in accordance with13 Freedom of choice their learning characteristics IN MY CLASSROOM: Don’t define the parameters of a task, instead we ask students to make links with their work and that of other artists. They choose how best to represent their ideas IN MY CLASSROOM: I seat students in clusters to get them working14 Group interaction collaboratively. At least ONE task is a group task. Not all students like this, but they can bounce ideas off eachother.
  4. 4. • Teachers discard the idea that all students should be doing the same thing at the same time. Students are able to choose from many options and design their thinking15 Variety of process processes • Tiered Tasks IN MY CLASSROOM: Give students options to work in materials that they are comfortable with. It is important to facilitate complex thought processes by allowing ‘wait time’. Pace does not mean rapid questioning, rather rapid progression from concrete thinking to abstract16 Pacing thinking. IN MY CLASSROOM: Have at least 3 outcomes per unit and allow students to work on them at their own pace.17 Tight loose Tight18 Why bother?19 One size doesn’t fit all Try being one of the students!20 Seems confusing?