04 Ced560 Section811 Th1620to18500027 Hh408 Spring2010 February24

357 views

Published on

PowerPoint presentation for Februasry 25, 2010.

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

  • Be the first to like this

No Downloads
Views
Total views
357
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

04 Ced560 Section811 Th1620to18500027 Hh408 Spring2010 February24

  1. 1. Using Reading and Writing in the Reading and Writing in the Secondary School (SCED 560 § 811)<br />Dr. Jack N. Cole<br />Secondary Education<br />Class 04 February 24, 2010<br />4:20 – 6:50 p.m.<br />
  2. 2. 2<br />Keepers<br />_______________<br />_______________<br />_______________<br />
  3. 3. Day’s Agenda<br />Opening<br />Introductions  Volume, Diction, Pronunciation<br />Agassiz and the Fish<br />Reading Reaction 5<br />Notes Check<br />The Directed Reading Lesson<br />Preparing a DRL<br />Reading and Writing<br />Listening and Mind Mapping<br />Summary and Conclusion<br />3<br />
  4. 4. 4<br />
  5. 5. Ten Commandments of Good Listening—Dr. Ralph Nichols<br />Interesting<br />Speaker<br />Don’t Argue<br />Look for Big Ideas<br />Flexible Notetaking<br />Work at Listening<br />Handling Distractions<br />Tackle Difficult Ideas<br />Keep Your Cool<br />Use the Differential<br />
  6. 6. Listening<br />Which of the rules for good listening did you select to work on?<br />What has been your progress between last class and this one?<br />What do you now see as being your most important rule?<br />
  7. 7. How to Read to People<br />Stand up<br />Volume<br />Pronunciation<br />Communicate Meaning<br />Drama<br />Watch Audience<br />Watch Yourself<br />7<br />
  8. 8. Introductions<br />I am…<br />I bring…<br />I want…<br />Remember me…<br />Who We Are<br />Is What We Teach<br />8<br />
  9. 9. Volume, Accent, Diction<br />9<br />
  10. 10. Culturally Relevant Instruction<br />What is it?<br />What is your role?<br />What are its effects?<br />10<br />
  11. 11. Culturally Relevant Instruction<br />11<br />     Nurture an inclusive classroom climate<br />     Create inclusive physical environment<br />     Review existing instructional materials for bias in ethnicity, gender and SES<br />     Select culturally relevant instructional materials<br />     Understand how cultural frames of reference impact teaching styles<br />     Communicate high expectations<br />     Vary communication strategies<br />     Use an array of grouping practices; avoid tracking<br />     Use motivational strategies<br />     Teach students to use problem solving and conflict resolution <br />     Teach students about negative impact of stereotyping<br />     Increase students’ willingness to take intellectual risks and develop self-efficacy<br />     Develop lessons at Banks’ transformational and social action levels<br />     Reduce cultural conflict between home and school<br />     Bridge communication styles between home and school<br />     Use the language, communication styles and culture of home in instruction.<br />
  12. 12. Word Problems<br />12<br />
  13. 13. Dates<br />3/11, 3/25, 4/8, 4/15, and 4/22 Praxis Wkshp<br />Meet 3/10, 3/25, 4/7, 1/14, 4/21 HH 408<br />13<br /><br />
  14. 14. JPTAAR<br />Judge prior learning by pre-assessing.<br />Plan instruction based on prior assessment.<br />Teach students to acquire skills/knowledge/behaviors in meaning ways.<br />Assess student achievement during and after instruction.<br />Analyze the results of post-instruction assessment.<br />Reflect on changes to future teaching to improve student achievement.<br />14<br />
  15. 15. Binder<br /> Participants are to maintain their course work and materials in a binder. Moreover, the participant will maintain a record of work submitted and returned; a copy of this form should remain in the binder. At the time work is evaluated, the instructor will annotate this record.<br />15<br />
  16. 16. Discussion and Dialogue<br /> Whole class discussion will be one of the predominant activities for processing information. Individuals will be evaluated on their quality…not quantity…of participation based on factors such as, having required materials, referring to notes on assigned reading, and taking the initiative to offer proposed answers and insights during class discussions. <br />16<br />
  17. 17. Reading Reactions<br />17<br />Reading Reaction Sheet<br />Name: Reading Number: Chapter: Version: Date:<br /> <br />What are the key concepts included in this assignment?<br />Specifically, how well do the authors' viewpoints serve you and your discipline/learners?<br />What ideas in this assignment are useful to you?<br />What are the critical distinctions made by the authors?<br />What surprises did you find in this reading assignment?<br />What is your assessment of the authors’ credibility?<br />Comments:<br />
  18. 18. Summary and Conclusion<br />Key ideas and concepts<br />Keepers<br />Write a summary<br />For next class, bring your binders<br />Locate MD state standards for your subject <br />Locate national standards for your subject<br />Print them and bring them in your binder<br />18<br />
  19. 19.
  20. 20. A Story About Teaching<br /><ul><li>To become the best teacher you can be, enter the profession.
  21. 21. Then, keep improving.
  22. 22. This story is an allegory.</li></li></ul><li>A Story About Teaching<br /><ul><li>What would be the hallmarks of the best teacher you’ve ever known?</li></ul>mm<br />
  23. 23. A Story About Teaching<br /><ul><li>Which of these hallmarks would you like to achieve yourself?</li></ul>list<br />
  24. 24. A Story About Teaching<br /><ul><li>This story will help you to do that.
  25. 25. It’s about a young learner entering a profession.
  26. 26. He learns to learn.
  27. 27. Learning to learn equips you for all learning experience.</li></li></ul><li>A Story About Teaching<br /><ul><li>What are key skills needed to enter and succeed in a profession?</li></ul>list<br />
  28. 28. A Story About Teaching<br />The story is involves a fish.<br />It is a haemulon.<br />Pronounced: “HAY myu lon”<br />or “HEM u lon”<br />And a branch of science.<br />“Entomology”<br />“En tuh moll uh gee”<br />Study of bugs.<br />
  29. 29. A Story About Teaching<br />Jan and Dean caught a haemulon, otherwise known as a French Grunt, a very ugly fish that makes a grunting noise, early in the Fishing Derby.<br />When we got to the Museum of Natural History, Emily saw the display cases of insects, spiders and other bugs and wanted to go to the entomology exhibits.<br />
  30. 30. A Story About TeachingAs You Read:<br />Figure out what method is used by the professor.<br />What are the effects on the learner?<br />What activity leads to the learner’s breakthrough?<br />What tools does the learner use?<br />How does the learner evaluate the lesson?<br />How does the professor evaluate the learning?<br />How could you use this message in your classroom?<br />Take notes.<br />Mark up your copy.<br />
  31. 31.
  32. 32. A Story About TeachingAs You Read:<br />How does this story apply to teaching?<br />What are the elements that have direct applications?<br />
  33. 33.
  34. 34. A Story About Teaching<br />Now what?<br />
  35. 35. The Directed Reading Activity<br />
  36. 36. DRL<br />
  37. 37. DRL Report Format<br />Subject/Objective(s)<br />Learners<br />Description of Lesson<br />Materials<br />Learner Tasks/Sequence of Activities<br />Evaluation/Assessment<br />If Used, How It Went (If Not, Possible Snags)<br />What Was Learned/Double Loop Learning<br />Refinements<br />Conclusion<br />Typewritten or Keyboarded<br />Key Assignment<br />
  38. 38.
  39. 39. Transition<br />We just….<br />You did….<br />Next, we will….<br />36<br />
  40. 40. Objectives<br />Learners will read and interpret a complex passage in terms of their teaching practice<br />Learners will demonstrate a specific note taking system and show their work to the instructor for comment<br />Learners will develop the outline of a plan for a directed reading activity<br />37<br />
  41. 41. Objectives<br />Describe a behavior or observable outcome<br />One sentence<br />More or less universal format<br />Beginning with/using ________, the learner will ________ to this degree of performance _______.<br />38<br />
  42. 42. Objectives<br />Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.<br />Initial condition/resources<br />Observable performance or product<br />How well, how complete, how many<br />39<br />
  43. 43. Objectives<br />Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.<br />Initial condition/resources<br />Observable performance or product<br />How well, how complete, how many<br />S<br />M<br />A<br />R<br />T<br />40<br />
  44. 44. Objectives<br />Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.<br />Specific<br />Measurable<br />Acheivable<br />Relevant<br />Time-bound<br />41<br />
  45. 45. Objectives<br />Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.<br />Initial condition/resources<br />Observable performance or product<br />How well, how complete, how many<br />42<br />Your Turn.<br />Write one.<br />In your Notes.<br />
  46. 46. Transition<br />We just….<br />You did….<br />Next, we will….<br />43<br />
  47. 47. Directed Reading Lesson Workshop<br />What are the steps in preparing a DRL?<br />Group 1<br />Group 2<br />Group 3<br />Group 4<br />Group 5<br />Group 6<br />44<br />
  48. 48. Directed Reading Lesson Workshop<br />What are the steps in preparing a DRL?<br />Group 1 -- Brainstorm Steps<br />Group 2 -- Mind Map onto Chart<br />Group 3 -- Brainstorm onto 3 x 5 Cards<br />Group 4 -- Make a Group List<br />Group 5 -- Conceptualize: Conceive, Prepare, Produce<br />Group 6 -- Create a Procedural Checklist<br />45<br />
  49. 49. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />?<br />?<br />?<br />?<br />?<br />?<br />46<br />
  50. 50. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />LP <br />47<br />
  51. 51. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />LP (Steps/Timing)<br />48<br />
  52. 52. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />LP<br />Process Plan <br />49<br />
  53. 53. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />LP<br />Process Plan (script/included  what show learners?)<br />50<br />
  54. 54. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />LP<br />Process Plan (included)<br />Process Plan Lite (“pocket reference”)<br />51<br />
  55. 55. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />Preassessment<br />LP<br />Process Plan (included)<br />Process Plan Lite (“pocket reference” activity guide)<br />Pocket Card<br />Poster<br />PowerPoint<br />Desk Reference<br />52<br />Immediate Preparation<br />Confederates/Marshals<br />Blocking and Movement Flow<br />Remember to:<br />
  56. 56. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />LP<br />Process Plan (included)<br />Process Plan Lite (“pocket reference” activity guide)<br />Materials<br />53<br />
  57. 57. Directed Reading Lesson Tools<br />What are the tools you need to make/have in preparing a DRL?<br />LP <br />Process Plan (included)<br />Process Plan Lite (“pocket reference” activity guide)<br />Materials<br />Floor Plan/Materials Layout/Technology Checklist<br />54<br />
  58. 58. Transition<br />We just….<br />You did….<br />Next, we will….revisit Jigsaw<br />55<br />
  59. 59. Article: Motivation<br />Analyze for DRL<br />Outline LP<br />Outline Assemble-and-Submit Packet<br />Apply to Own DRL LP<br />56<br />
  60. 60. Assembly of DRL Packet<br />Page 1: Title, Version, Proposal Paragraph<br />Page 2, ff.: <br />Newest Version of LP, changes highlighted<br />Materials<br />Older Versions of LP, w/Comments<br />Name, Date, Title, Version on each page (header)<br />Page Numbers, 3-hole punched<br />Upon Approval, place in binder w/other resources<br />57<br />
  61. 61. To Remember<br />Correct grammar, punctuation, spelling<br />High-caliber professional diction<br />Short sentences, active verbs<br />Quality of presentation<br />Transitions<br />Description of process at each step<br />Sequence and flow<br />Format – use tabular format<br />Complete contextual information<br />58<br />
  62. 62. Make it Happen<br />Directed Reading Lesson Planning Format<br />Audience (Describe Readers/Learners):<br />Objectives:<br />Reading Material (What, Content, Readability, Reading Level:<br />Step of DRL<br />Activity<br />Outcome Indicator/Deliverable(s)<br />Set Up of Lesson<br /> Readiness<br /> Motivation<br /> Tapping Prior Knowledge<br /> Concept/Vocabulary Development<br /> Purpose Setting<br /> <br />Silent Reading<br />Discussion<br />Rereading<br /> Follow Up<br />59<br />Objective First<br />Context of Lesson<br />Externals<br />
  63. 63. Work Session<br />Objective/Outcomes<br />Work plan<br />Roster of Roles<br />Timing<br />Time Checks<br />60<br />
  64. 64. Article: Motivation<br />“Read” It  Outline Objective<br />Mark It<br />Concepts<br />Ideas<br />Process<br />Important<br />Peripheral but Fun<br />Create Activities (and Think of Resources)<br />Outline LP<br />61<br />
  65. 65. Make It Happen<br />62<br />
  66. 66. “Textual Material”<br />Look at the subject area text you brought.<br />What do you see?<br />63<br />
  67. 67. Transition<br />We just….<br />You did….<br />Next, we will….<br />64<br />
  68. 68. Regarding Motivation<br />List everything you know about learner motivation<br />65<br />
  69. 69. Motivation<br />Don't ask what the world needs. Ask what makes you comealive, and go do it. Because what the world needs is peoplewho have come alive.  <br />- Howard Thurman. American theologian, clergy, mystic, civilrights activist 1900-1981 <br />
  70. 70. Regarding Motivation<br />For the reading you’ll use in your DRL:<br />Craft an initial motivation step for your LP<br />67<br />
  71. 71. Motivation<br />Statement<br />Interaction<br />Learner Do Something<br />Demonstration<br />Challenge<br />Puzzle<br />Information/Visual/Audio<br />Proposition<br />68<br />
  72. 72. Transition<br />We just….<br />You did….<br />Next, we will….<br />69<br />
  73. 73. Reading Reaction (Response)Name: ______ Reading Reaction #: ___5___ Chapter: _______ Version: ____<br />What are the key concepts included in this assignment?<br />Specifically, how well do the authors' viewpoints serve you and your discipline/learners? <br />What ideas in this assignment are useful to you? <br />What are the critical distinctions made by the authors? <br />What surprises did you find in this reading assignment? <br />What is your assessment of the author’s credibility?<br />70<br />
  74. 74. Transition<br />We just….<br />You did….<br />Next, we will….<br />71<br />
  75. 75. Ten Commandments of Good Listening—Dr. Ralph Nichols<br />Interesting<br />Speaker<br />Don’t Argue<br />Look for Big Ideas<br />Flexible Notetaking<br />Work at Listening<br />Handling Distractions<br />Tackle Difficult Ideas<br />Keep Your Cool<br />Use the Differential<br />
  76. 76. Listening<br />Which of the rules for good listening did you select to work on?<br />What has been your progress between last class and this one?<br />What do you now see as being your most important rule?<br />
  77. 77. Memory Jogger<br />74<br />
  78. 78. The Sequence<br />Attention<br />Predisposition<br />Direct Teaching<br />Practice to Competence<br />Habituation & Graduation<br />75<br />
  79. 79. Transition<br />We just….<br />You did….<br />Next, we will….<br />76<br />
  80. 80. Introductions<br />I am…<br />I bring…<br />I want…<br />Remember me…<br />77<br />Directed Writing Activity<br /> Task <br /> Manager<br /> Timeline<br /> Validation<br />Who We Are<br />Is What We Teach<br />Accelerated<br />Task<br />
  81. 81. Transition<br />We just….<br />You did….<br />Next, we will….<br />78<br />
  82. 82. Jack N. Cole Copyright 2006 Transporter Press <br />79<br />Key Skill<br />Thinking<br />Collaboration<br />“Sweep the table”<br />Parallel and serial<br />Mainstream skill<br />“Secret Weapon”<br />
  83. 83. Mind-Mapping<br />Main Idea<br />
  84. 84. Mind-Mapping<br />Concept<br />Main Idea<br />
  85. 85. Mind-Mapping<br />Concept<br />Main Idea<br />Sub Concept 1<br />
  86. 86. Mind-Mapping<br />Concept<br />Main Idea<br />Sub Concept 1<br />Sub Concept 2<br />
  87. 87. Mind-Mapping<br />Concept 2<br />Concept<br />Main Idea<br />Sub Concept 1<br />Sub Concept 2<br />
  88. 88. Mind-Mapping<br />Concept 2<br />Concept<br />Main Idea<br />Sub Concept 1<br />Sub Concept 2<br />Concept 3<br />
  89. 89. Mind-Mapping: Seewww.inspiration.com<br />Concept 2<br />Concept<br />Main Idea<br />Sub Concept 1<br />Sub Concept 2<br />Concept 3<br />
  90. 90. Mind-Mapping: ExampleParty<br />Theme<br />Refreshments<br />Party<br />Drinks<br />Eats<br />Logistics<br />
  91. 91. Mind-Mapping: Today’s ClassWhat Things Have We Covered?<br />MKSTII<br />
  92. 92. Consider How You LearnConsider WHAT You Learn<br />All learning is self-directed<br />Motivation is our own, or we drag<br />We learn best in the real world, by our own efforts<br />If you composed an “Everything Book” for yourself, what would it contain?<br />And, if you engage a teacher, how would you proceed with learning?<br />89<br />
  93. 93. 90<br />Keepers<br />_______________<br />_______________<br />_______________<br />
  94. 94.
  95. 95. Next Class<br />Calendar Skills (bring a 4-month calendar – or I’ll have them for you)<br />National and State Standards<br />Your Role<br />Steps of the DRL<br />92<br />

×