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Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
Class Notes NEC Summer Inst.-Day 3
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Class Notes NEC Summer Inst.-Day 3

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  • Transcript

    • 1. June 27, 2012
    • 2. Today Stage 3 A bit o’ social media...the Power of Twitter, Podcasting, Blogs, School Tube, Screencasting Some video from Jay and Grant to help solidify some of the UbD concepts. Work time. 2
    • 3. Nuts and Bolts Slideshare Look at unit expectations Q and A? 3
    • 4. EQ’s/EU for today
    • 5. EQ’s/EU for today Stage 3: What do learners need, given the desired results? What is the best use of time spent in and out of the classroom, given the performance goals?
    • 6. EQ’s/EU for today Stage 3: What do learners need, given the desired results? What is the best use of time spent in and out of the classroom, given the performance goals? Why doesnt one size fit all?
    • 7. EQ’s/EU for today Stage 3: What do learners need, given the desired results? What is the best use of time spent in and out of the classroom, given the performance goals? Why doesnt one size fit all? Who are you as a learner?
    • 8. EQ’s/EU for today Stage 3: What do learners need, given the desired results? What is the best use of time spent in and out of the classroom, given the performance goals? Why doesnt one size fit all? Who are you as a learner? What is differentiation?
    • 9. EQ’s/EU for today Stage 3: What do learners need, given the desired results? What is the best use of time spent in and out of the classroom, given the performance goals? Why doesnt one size fit all? Who are you as a learner? What is differentiation? Curriculum tells us what to teach: Differentiation tells us how.
    • 10. WHERETO
    • 11. WHERETO W-WHERE is the unit headed and WHY?
    • 12. WHERETO W-WHERE is the unit headed and WHY? H-HOOK students in the beginning and HOLD their attention throughout.
    • 13. WHERETO W-WHERE is the unit headed and WHY? H-HOOK students in the beginning and HOLD their attention throughout. E-EQUIP students with the necessary experiences, tools, knowledge, and know-how to meet performance goals.
    • 14. WHERETO W-WHERE is the unit headed and WHY? H-HOOK students in the beginning and HOLD their attention throughout. E-EQUIP students with the necessary experiences, tools, knowledge, and know-how to meet performance goals. R-Provide students with opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work.
    • 15. WHERETO W-WHERE is the unit headed and WHY? H-HOOK students in the beginning and HOLD their attention throughout. E-EQUIP students with the necessary experiences, tools, knowledge, and know-how to meet performance goals. R-Provide students with opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E-Build in opportunities for students to EVALUATE progress and self-assess.
    • 16. WHERETO W-WHERE is the unit headed and WHY? H-HOOK students in the beginning and HOLD their attention throughout. E-EQUIP students with the necessary experiences, tools, knowledge, and know-how to meet performance goals. R-Provide students with opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E-Build in opportunities for students to EVALUATE progress and self-assess. T-TAILOR activities to reflect individual talents, interests, styles, and needs.
    • 17. WHERETO W-WHERE is the unit headed and WHY? H-HOOK students in the beginning and HOLD their attention throughout. E-EQUIP students with the necessary experiences, tools, knowledge, and know-how to meet performance goals. R-Provide students with opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. E-Build in opportunities for students to EVALUATE progress and self-assess. T-TAILOR activities to reflect individual talents, interests, styles, and needs. O-Be ORGANIZED to optimize deep understanding instead of superficial.
    • 18. The Hook
    • 19. The Hook An activity that will “hook” students into the unit.
    • 20. The Hook An activity that will “hook” students into the unit. Often the first activity.
    • 21. The Hook An activity that will “hook” students into the unit. Often the first activity. Provides an overview that is memorable.
    • 22. The Hook An activity that will “hook” students into the unit. Often the first activity. Provides an overview that is memorable. Mr. K example.
    • 23. The Hook An activity that will “hook” students into the unit. Often the first activity. Provides an overview that is memorable. Mr. K example. Can you think of other examples?
    • 24. The Hook An activity that will “hook” students into the unit. Often the first activity. Provides an overview that is memorable. Mr. K example. Can you think of other examples? H.A.B.B.A.L.
    • 25. Analogies for Learning StyleSynthesis Beach ball learner Puppy learner Clipboard learner Microscope learner
    • 26. What is my Learning Style?
    • 27. What is my Learning Style? Take the Learning Style Survey  a. Place a 2 by any statement that you completely agree with.  b. Place a 1 next to any statement that you somewhat agree with.  c. Place a 0 next to any statement that you disagree with.
    • 28. Characteristics ofBeach Ball Learners Inventive and competitive with one’s self Value creativity and abstract thought/concepts Use feelings and information to guide and construct new ideas Philosophical and enjoy ‘Big Picture’ concepts Like application of ideas into broad terms Enjoy learning by doing, interacting and applying Typical Beach Ball Professions – teacher, writer, inventor, entrepreneur, psychologist, professor, doctor, journalist, coach, politician
    • 29. Characteristics of Puppy Learners Like to work with imaginative ideas Value positive environments Work best in interactive/social environments Reflect on experiences and feelings Appreciate concrete ideas and social interaction when learning Typical Puppy Professions – nurse, social worker, psychologist, teacher, salesperson, real estate, artist – dramatic/ visual, politician, athlete, management, telecommunications, coach
    • 30. Characteristics ofClipboard Learners Focus on tasks Value relevant information that is directly applicable to a task Work best in structured environments Absorb information concretely and independently Enjoy organization, lists, order and direct information while learning Typical Clipboard Professions – lawyer, surgeon, researcher, mathematician, teacher, engineer, accountant, architect, computer engineer
    • 31. Characteristics of Microscope Learners Like to analyze Read avidly to learn Appreciate lectures and labs Prefer to explore ideas and organize into their own order Work and learn independently Utilize stepwise procedures to solve problems Typical Microscope professions – scientist, researcher, lawyer, doctor, investigator/detective, professor, computer engineer, engineer, systems analyst
    • 32. Which products will workbest for each modality? 3 columns of choices  Auditory  Visual  Tactile-Kinesthetic  ON BLACKBOARD-DOCUMENTS
    • 33. Eight Ways of Learning/Teaching Linguistic intelligence ("word smart"):  Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")
    • 34. What is Differentiation? It is “classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.  -Tomlinson (2001)
    • 35. Comment from a course evalwritten by a 7th grader “I like this class because there’s something different going on all the time. My other classes, it’s like peanut butter for lunch every single day. This class, it’s like my teacher really knows how to cook. It’s like she runs a really good restaurant with a big menu and all.”
    • 36. Differentiation is a synthesis of what research hastaught us about how students learn best and how bestto teach them.
    • 37. Differentiation is a synthesis of what research hastaught us about how students learn best and how bestto teach them. Curriculum and Instruction
    • 38. Differentiation is a synthesis of what research hastaught us about how students learn best and how bestto teach them. Curriculum and Instruction Educational Psychology
    • 39. Differentiation is a synthesis of what research hastaught us about how students learn best and how bestto teach them. Curriculum and Instruction Educational Psychology Brain Research
    • 40. Differentiation is a synthesis of what research hastaught us about how students learn best and how bestto teach them. Curriculum and Instruction Educational Psychology Brain Research Motivation
    • 41. Differentiation is a synthesis of what research hastaught us about how students learn best and how bestto teach them . Curriculum and Instruction Educational Psychology Brain Research Motivation Best Teaching Practices from  Special Ed  Reading  Gifted Education  Etc.
    • 42. DI: teacher’s response tolearner’s needs
    • 43. Through a variety of instructional strategies MI Jigsaw Organizers Varied Texts Lit Circles Learning Contracts
    • 44. AND… Small Group Instruction Independent Study Questioning strategies Interest centers Varied homework Compacting Journal prompts
    • 45. What should be diff. in a UbDunit?
    • 46. What should be diff. in a UbDunit? NOT DIFF.: Established goals, EU’s and EQ’s;
    • 47. What should be diff. in a UbDunit? NOT DIFF.: Established goals, EU’s and EQ’s; DIFF: Performance Tasks, Other evidence, Lessons.
    • 48. What should be diff. in a UbDunit? NOT DIFF.: Established goals, EU’s and EQ’s; DIFF: Performance Tasks, Other evidence, Lessons. PERHAPS DIFF.: Knowledge and Skills
    • 49. Teaching Method/Retention National Training Labs; Bethel ME) (fromTEACHING METHOD RETENTION RATELecture 5%Reading 10%Audio-Visual 20%Demonstration 30%Discussion Group 50%Practice by Doing 75%Teach Others-Immediate Use 90%of Learning
    • 50. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson
    • 51. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson The teacher is clear about what matters in subject matter.
    • 52. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences.
    • 53. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and Instruction are inseparable.
    • 54. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and Instruction are inseparable. The teacher adjusts content, process and product in response to student readiness, interests, and learning profile.
    • 55. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and Instruction are inseparable. The teacher adjusts content, process and product in response to student readiness, interests, and learning profile. All students participate in respectful work.
    • 56. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and Instruction are inseparable. The teacher adjusts content, process and product in response to student readiness, interests, and learning profile. All students participate in respectful work. Students and teachers are collaborators in learning.
    • 57. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and Instruction are inseparable. The teacher adjusts content, process and product in response to student readiness, interests, and learning profile. All students participate in respectful work. Students and teachers are collaborators in learning. Goals of a diff. classroom are maximum growth and individual success.
    • 58. Key Principles of A Diff.Classroom from The Differentiated Classroom by Carol Ann Tomlinson The teacher is clear about what matters in subject matter. The teacher understands, appreciates, and builds upon student differences. Assessment and Instruction are inseparable. The teacher adjusts content, process and product in response to student readiness, interests, and learning profile. All students participate in respectful work. Students and teachers are collaborators in learning. Goals of a diff. classroom are maximum growth and individual success. Flexibility is the hallmark of a diff. classroom.
    • 59. Homework Finish up your work based on the expectations on the wiki.

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