Qcr520 lesson 10 teaching poetry
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Qcr520 lesson 10 teaching poetry

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    Qcr520 lesson 10 teaching poetry Qcr520 lesson 10 teaching poetry Presentation Transcript

    • QCR520 Approaches - Poetry: the lesson plan -
    • Understanding our BRAINs
      • I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid! Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer inwaht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? Yaeh, and I awlyas thought slpeling was ipmorantt.
    • Understanding our BRAINs
    • Understanding our BRAINs
    • Understanding our BRAINs
    • Understanding our BRAINs Stare at the four black dots in the center of the image for 30 - 60 seconds. Then quickly close your eyes and look at something bright (like a lamp or a window with sunlight coming through it). You should see a white circle with an image inside it.
    • Look at the picture: what do you see?
    • Understanding our BRAINs
      • The number of brain cells do not increase.
        • 100 billion neurons X 20 000 dendrites
      • Brain power improves when the number of interconnections between the brain cells increase.
      • Information is retrieved through neural pathways.
      • We need to get “wired up”.
      • Brain cells die from lack of use.
      • “ The mind is a terrible thing to waste”
      • Use it or lose it!
    • Understanding our BRAINs
      • Each brain is uniquely organised.
      • The brain organises chaos and makes sense out of nonsense.
      • The search for meaning is innate. Curiosity is natural with interest.
      • Meaning is more important than information.
      • Meaning comes from patterning/categorising.
      • Patterning results in learning and remembering.
    • How we Learn
      • Internalising sequence of action until automatic so conscious mind does not need to think about it
      • Suggests need for rote rehearsal [drilling with understanding]
        • e.g. walking, typing, driving, multiplication tables
      • Unconscious incompetence (not aware I cannot}
      • Conscious incompetence (aware I cannot)
      • Conscious competence (aware I can)
      • Unconscious competence (not aware I can)
      • Learning the wrong thing requires re-wiring
    • How we Learn
      • To aid patterning – build on prior knowledge
      • Provide different ways to access new material to cater to different learning styles
      • Allow time for processing
      • Review, retrace and reactivate learning paths; provide tools for recall e.g. mind-maps
      • Provide modelling and hands-on
      • Short Quizs vs Major Exams
    • What is learning?
      • Saljo’s five types of learning
      • Acquiring info  an increase in knowledge
      • Memorising  store info to be reproduced
      • Acquire facts, skills and methods for later use.
      • Making sense – relating subject matter to the world.
      • Re-interpretation  Understanding realty in a different way
    • Bloom’s Taxonomy
      • Knowledge ( the remembering (recalling) of appropriate, previously learned information)
      • Comprehension ( Grasping (understanding) the meaning of informational materials)
      • Application ( The use of previously learned information in new and concrete situations to solve problems )
      • Analysis ( The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of)
      • Synthesis ( Creatively or divergently applying prior knowledge and skills to produce a new or original whole)
      • Evaluation ( Judging the value of material based on personal values/opinions, without real right or wrong answers)
    • The Lesson Plan
      • Introducing Poetry
      • Teaching a poem
      • Teaching poetic device
      • Teaching a theme
      • Teaching a poet or theme in poet’s work
      • Teaching a genre
      • Teaching creative writing
      • Teaching local poetry
      • Teaching particular period
      • Teaching a style
      • Teaching language/diction
    • Elements of a Lesson Plan
      • Level
      • Duration/Topic
      • Prior Knowledge
      • Specific Instructional Objectives / Learning Outcomes
      • Resources
      • Activities / Duration
    • The Thinking Brain
      • Why this poem?
      • What can I use this poem to teach?
      • What prior knowledge do the students have?
      • How can I introduce this topic and contextualise the poem?
      • How can I make the learning meaningful?
      • How can I extend their learning beyond just knowledge acquisition?
    • The Emotional Brain
      • Emotions are critical to patterning and drive our attention, meaning and memory.
      • Freedom  Enthusiasm  Excitement
      • Learning must be fun! Endorphins released when happy aid connection.
      • Learning engages the whole body.
    • If they like the subject … or the teacher, they will enjoy studying.
      • Engagement
      •  Interest
      •  Emotional investment
      •  attention
      •  memory
    • Gardner’s Mulitple Intelligences
      • Linguistic intelligence ("word smart") - words
      • Logical-mathematical intelligence ("number/reasoning smart") - numbers / logic
      • Spatial intelligence ("picture smart") - pictures
      • Bodily-Kinesthetic intelligence ("body smart") – physical experience
      • Musical intelligence ("music smart") - music
      • Interpersonal intelligence ("people smart") – a social experience
      • Intrapersonal intelligence ("self smart") – self reflection
      • Naturalist intelligence ("nature smart") – experience in the natural world
    • The Emotional Brain
      • Enriched stimulated meaningful hands-on environment
      • Allowing for variety of choices and active control and decision-making
      • Ensure relevance by creating authentic situations or invoking personal interest or current events
      • Not to do things for the sake of doing things
      • Purposeful activity
      • Create mystery/suspense
      • Interactive notebooks
      • Using music and movement
    • Thinking about a lesson
      • Begin by first thinking carefully about what the lesson is supposed to accomplish.
      • Think of a lesson plan as a way of organising communicating
      • Knowing "how to" is far more important than knowing "about" when it comes to lesson plans,
      • There is no one "best way" to plan lessons.
    • The Herbartian Method
      • 1.  Preparation
      • 2.  Presentation
      • 3.  Association
      • 4.  Generalisation
      • 5. Application
    • The Madeline Hunter Lesson Design Model
      • 1. Anticipatory Set (focus) - A short activity or prompt that focuses the students' attention before the actual lesson begins. Used when students enter the room or in a transition. A hand-out given to students at the door, review question written on the board, "two problems" on the overhead are examples of the anticipatory set.
      • 2. Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher.
      • 3. Input - The vocabulary, skills, and concepts the teacher will impart to the students - the "stuff" the kids need to know in order to be successful.
    • The Madeline Hunter Lesson Design Model
      • 4. Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like.
      • 5. Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill - hear/see/do. using the trimodal approach
      • 6. Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson.
      • 7. Independent Practice - The teacher releases students to practice on their own based on #3-#6.
      • 8. Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today".
    • The Emotional Brain
      • How can I create curiosity?
      • How can I make the learning purposeful?
      • How can I make the learning experential?
      • How can I provide hands-on learning?
      • How can I cater to different learning styles?
    • The Social Brain
      • The brain develops better by interacting with other brains.
      • Learning by engaging in experience.
      • Lively dialogue and interaction.
      • Complex learning Is enhanced by challenge and inhibited by threat.
      • Build trust and security.
    • How do we gain their attention?
    • Teacher Prep
      • Classroom Management
      • Preparing Materials/Equipment
      • Simple to Difficult
      • Contextualising with Intro Activity
      • Class  Group  Pair  Individual
      • Guided Practice  Independent Work
      • Rounding up the lesson
      • Evaluating Learning
    • Teacher-Centred Models
      • Lecture
      • Demonstration
      • Discussion
      • Scaffolding and Modelling
    • Student-centred Models
      • Groupwork
      • Case Studies
      • Problem-solving
      • Learning Centers
      • Role Play
      • Computer simulations
      • Peer Tutoring
    • The Social Brain
      • How can I create a safe conducive environment of learning?
      • How should the learning be structured?
      • How should the classroom be organised?
    • Reflections
      • Where are your students going?
      • How are they going to get there?
      • How will you know when they've arrived?
      • What process one uses to get to a destination depends on available resources and time.
    • For Tomorrow
      • Bearing in mind what was covered in class,
        • Plan a lesson on the song that you have prepared. We will begin tomorrow’s lessons with your lesson plans!
          • Do provide a rationale for what you have chosen to do. 