Your SlideShare is downloading. ×
Memory and creating patterns of meaning 2
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Memory and creating patterns of meaning 2

645

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
645
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. By Nikki SkrochSaint Mary’s University of Minnesota WTS 7 & 8 EDUW 693 Jeanine Gelhaus February 19, 2012
  • 2. Standard 7:Teachers are able to plan different kinds of lessons. The teacher organizes and planssystematic instruction based upon knowledge of subject matter, students, the community, andcurriculum goals.Knowledge: The teacher understands learning theory, subject matter, curriculum development,and student development and knows how to use this knowledge in planning instruction to meetcurriculum goals. The teacher knows how to take contextual considerations (instructionalmaterials, individual student interests, needs and aptitudes, and community resources) intoaccount in planning instruction that creates an effective bridge between curriculum goals andstudents experiences. The teacher knows when and how to adjust plans based on studentresponses and other contingencies.Dispositions: The teacher values both long-term and short-term planning. The teacher believesthat plans must always be open to adjustment and revision based on student needs andchanging circumstances. The teacher values planning as a collegial activity.Performances: As an individual and a member of a team, the teacher selects and createslearning experiences that are appropriate for curriculum goals, relevant to learners, and basedupon principles of effective instruction (e. g. that activate students’ prior knowledge, anticipatepreconceptions, encourage exploration and problem-solving, and build new skills on thosepreviously acquired). The teacher plans for learning opportunities that recognize and addressvariation in learning styles, learning differences, and performance modes. The teacher createslessons and activities that operate at multiple levels to meet the developmental and individualneeds of diverse learners and help each progress. The teacher creates short-range and long-term plans that are linked to student needs and performance, and adapts the plans to ensureand capitalize on student progress and motivation. The teacher responds to unanticipatedsources of input, evaluates plans in relation to short- and long-range goals, and systematicallyadjusts plans to meet student needs and enhance learning.
  • 3. Standard 8:Teachers know how to test for student progress. The teacher understands and uses formal and informalassessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of thelearnerKnowledge: The teacher understands the characteristics, uses, advantages, and limitations of different types ofassessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized andperformance-based tests, observation systems, and assessments of student work) for evaluating how studentslearn, what they know and are able to do, and what kinds of experiences will support their further growth anddevelopment. The teacher knows how to select, construct, and use assessment strategies and instrumentsappropriate to the learning outcomes being evaluated and to other diagnostic purposes. The teacher understandsmeasurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.Dispositions: The teacher values ongoing assessments as essential to the instructional process and recognizesthat many different assessment strategies, accurately and systematically used, are necessary for monitoring andpromoting student learning. The teacher is committed to using assessment to identify student strengths andpromote student growth rather than to deny students access to learning opportunities.Performances: The teacher appropriately uses a variety of formal and informal assessment techniques (e.g.observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluatestudents’ progress and performances, and modify teaching and learning strategies. The teacher solicits and usesinformation about students experiences learning behavior, needs, and progress from parents, other colleagues,and the students themselves. The teacher uses assessment strategies to involve learners in self-assessmentactivities, to help them become aware of their strengths and needs, and to encourage them to set personal goalsfor learning. The teacher evaluates the effect of class activities on both individuals and the class as a whole,collecting information through observation of classroom interactions, questioning, and analysis of student work.The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifyingplans and instructional approaches accordingly. The teacher maintains useful records of student work andperformance and can communicate student progress knowledgeably and responsibly, based on appropriateindicators, to students, parents, and other colleagues.
  • 4. Does the way a teacher present his or her subject matter impact the way a student will retain that information; how do assessments relate to the learning process?
  • 5.  We experience life. (Sensory stimulation) Memories are stored in the brain Our brain prioritizes our memories Neurons are activated Neurons transmit information (electrical and chemical reactions) This is strengthened by repetition, rest, and emotion. (Memories formed)
  • 6.  Use all 5 senses Use new ideas in Bodily your everyday life Interpersonal Linguistic Logical Kinesthetic Use storyboards Make a video Link numbers and words in order to Visual Musical Intrapersonal remember them Spatial Sing a song!
  • 7. If you study in a calm location…you should takethe test in a calm locationThis is true of the opposite  Grading can be subjective  Offer more opportunities for grades  Quizzes  Portfolios  Projects  Presentations
  • 8.  Is removing all sugar a good idea? Can glucose help in learning and memory? Isthere an alternate approach if students cannot snack?
  • 9.  Reduction of sleep will affect your day’s learning pattern Brain can sleep and regenerate like a computer and cleaning the desktop Sleep removes unneeded information and allows brain to remember the important events and information of the day. Encourage students to have quality sleep Allow for classroom downtime  Stretch  Drink of water  Move around
  • 10.  Students remember topics taught in a specific way…the way we teach it to them BEM principal  Beginning (excitement of new idea)  End (excitement of challenge)  Middle (boredom sets in) Learning Beginning End Middle
  • 11.  Post summary of lesson ahead of time Ask students to listen to the news about the summary Allow them to ask questions The more they already know the more fun it will be for them! AH HA!! Moments…
  • 12.  “You think about it first, you have a theory about what you want those performances to measure. You then begin to develop ways of capturing information about that skill. But the data themselves give you information about the definition, and you refine the definition. This is the important point of pilot work with these assessment devices. And not just giving the tests to students, but giving them to students and seeing what their responses are, and discovering why they gave that response. And not just in the case where it is the wrong response but in the case where it is the correct response, so that you get a better sense of the cognitive processes underlying the solution to the task.” In other words, why do we have one group define what the standards of everyone should be?
  • 13.  Mathematics:  Based on real-life situations appropriate to student age-level  Assess higher-order thinking skills, such as application of concepts  Use clear sentence structure and appropriate vocabulary Reading/English Language Arts Items  Selections reflect a wide variety of reading types  Interesting to read  Important and meaningful to students  Appropriate for grade level  Free of bias and sensitive topics Really! Have only one correct or best option and avoid plausible distractors.
  • 14. 4: Response demonstrates an in-depth understanding of how human beings can impact anenvironmental system. Student correctly explains the impact of new construction on the lifecycle of frogs in a nearby pond.3: Response demonstrates a general understanding of how human beings can impact anenvironmental system. Student broadly explains the impact of new construction on the life cycleof frogs in a nearby pond.2: Response demonstrates a simplistic understanding of how human beings can impact anenvironmental system. Student partially explains the impact of new construction on the life cycleof frogs in a nearby pond.1: Response demonstrates a minimal understanding of how human beings can impact anenvironmental system. Student minimally explains the impact of new construction on the lifecycle of frogs in a nearby pond.0: Response is incorrect or contains some correct work that is irrelevant to the skill or conceptbeing measured.Blank: No response.
  • 15. Research Study Recommendations Reading A-Z Recommendations Words Per Minute (WPM) Words Per Minute (WPM) Harris &Grade Rasinski Manzo Early Rate End Rate Sipay 1 80 (1.8) 30-54 60-90 50 70 2 90 (2.8) 66-104 85-120 70 100 3 110 (3.8) 86-124 115-140 100 130 4 140 (4.8) 95-130 140-170 130 140 5 150 (5.8) 108-140 170-195 140 160 6 180 (6.8) 112-145 195-220 160 170
  • 16. Artifact 4
  • 17. 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% Grade 4 30.00% Grade 8 20.00% Grade 10 10.00% 0.00%
  • 18. SummativeFormative
  • 19. Enjoyment of the research!SnacksExerciseBrain breaksBEMAssessment tools
  • 20.  Cown, Wendy. (2004). Focus on the student: how to use learning objectives to improve learning. Retrieved from Http://www.boxesandarrows. com/view/focus_on_the_student_how_to_use_learning_objectives_to_improv e_learning. Hickey, D. T. . (2010, March 9). Re-mediating assessment. Retrieved from Http://remediatingassessment.blogspot.com/2010/03/video-of-barry-mcgaw- on-assessment. Holl, Bob. (2012). Fluency standards table. Retrieved from Http://www. readinga-z.com/fluency/standard.html. Hougan, Eric. (2008). Teaching community. Retrieved from Http://teaching. Monster.com/benefits/articles/9441-5-ways-to-teach-with-learning-objectives. Islas, Dana. How to assess while you teach math: formative assessment practices and lessons. Retrieved from http://mathsolutions.com/index.cfm? Page=wp18&contentid=1389&crid=96&mcrid=107#demo. Jensen, Eric. (2008). Brain-based learning the new paradigm of teaching. Thousand Oaks, CA: Corwin press. Measured Progress, Inc. (2012). Measured progress. Retrieved from Html. Http://www.measuredprogress.org. Polloway, E. A., Patton, J.R., Serna, L. (2008). Strategies for teaching learners with special needs. Columbus, OH: Pearson.

×