TCHR 6020 Class 5 - Spring 2011

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  • I’m SorrySilent LunchLoss of RecessCan behavior improve? How do you document a warning? If there is a warning on the chart, is this a free pass to misbehave?
  • 3 Points
  • Handout – Type 1
  • Handout Type 2 of Compacting
  • * Fluency. The total number of interpretable, meaningful, and relevant ideas generated in response to the stimulus. * Flexibility. The number of different categories of relevant responses. * Originality. The statistical rarity of the responses among the test subjects. * Elaboration. The amount of detail in the responses.
  • Relate this to tech – you have the ability to find out anything that you want to about anything in the world Access to limitless information Access to real world audiences
  • TemetNosce – Neo in the Matrix Oracle at Delphi
  • Always remember – who’s expectation are you living up to? Are they yours?You are the only one that has to live your life You have to live with your choices and compromises
  • What do you want to do with your life? Remember this is your life to live. Marcia – Identity development – don’t foreclose on you own destiny
  • No man is an island Collaboration is key
  • TCHR 6020 Class 5 - Spring 2011

    1. 1. TCHR 6020MAT Classroom ManagementClass #5<br />Dr. Brian Housand<br />East Carolina University<br />Tuesday, February 15, 2011<br />
    2. 2. Torrance Creativity Activity<br /><ul><li>Complete the picture.
    3. 3. Add details.
    4. 4. Give your picture a title.
    5. 5. Include your name. </li></li></ul><li>February 15, 2011<br />Tales From The Field<br />CMP Wrap Up<br />Planning Instruction<br />Movie and a Makeover<br />Gimme Five<br />Curriculum Integration<br />Teachers on Film<br />
    6. 6. Tales from the Field<br />
    7. 7. Classroom Management Plan<br />
    8. 8. Planning and Conducting Instruction<br />
    9. 9.
    10. 10.
    11. 11. John F. Kennedy<br />“Not every child has an equal talent, or an equal ability, or equal motivation, but children have the equal right to develop their talent, their ability, and their motivation.”<br />
    12. 12.
    13. 13. The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus feel justified in teaching them all the same subjects in the same way. <br /> -- Howard Gardner<br />
    14. 14. Howard GardnerTheory of Multiple Intelligence<br />“It’s not how smart you are but how you are smart.” <br />video<br />
    15. 15.
    16. 16. What is Differentiation?<br />Responding to students:<br />Readiness levels<br />Interests<br />Preferred learning modes<br />Curriculum modification of:<br />Content<br />Process<br />Products<br />Tomlinson (1999)<br />
    17. 17. The Five Dimensions of Differentiation<br />Content<br />(Knowledge)<br />Process<br />(Pedagogy)<br />Yourself<br />Products<br />(Expression Styles)<br />Classroom Organization and Management<br />
    18. 18.
    19. 19. What is Curriculum Compacting?<br />• Modifying or streamlining the regular curriculum <br />• Eliminating the repetition of previously mastered material<br />• Upgrading the challenge level of the regular curriculum<br />• Providing time for enrichment and/or acceleration activities while ensuring mastery of basic skills<br />
    20. 20. Three Objectives<br />To create a challenging learning environment within the context of the regular curriculum<br />To guarantee proficiency in the basic curriculum<br />To “buy” time for enrichment and acceleration<br />
    21. 21.
    22. 22. For students, Compacting…<br /><ul><li>Recognizes large reservoir of knowledge
    23. 23. Satisfies hunger to learn more about self-selected topics
    24. 24. Encourages independence
    25. 25. Eliminates boredom resulting from unnecessary drill and practice</li></li></ul><li>Types of Compacting<br />Basic Skills Compacting:<br /><ul><li>Eliminates specific skills that students have already acquired.
    26. 26. Spelling, mathematics, or grammar.
    27. 27. Pre-testing is easier to accomplish.
    28. 28. Mastery can be documented more easily and objectively.</li></li></ul><li>Types of Compacting<br />Content Compacting:<br /><ul><li>Social studies, science, and literature
    29. 29. Students may already know the objectives or may be able to read the material and master the objectives in a fraction of the time.
    30. 30. More flexible – students can absorb the material at their own speed.
    31. 31. Evaluation may be less formal – essays, interviews, or open ended tasks.</li></li></ul><li>Other Ideas for Differentiation<br />Learning Contracts<br />Learning Centers<br />Flexible Grouping<br />Acceleration and Remediation<br />Enrichment<br />Interest Based Explorations<br />Creative Outlets<br />
    32. 32.
    33. 33. H A L F T I M E<br />
    34. 34. Gimme Five!<br />Five Fabulous Tricks, Tips, and Tools for Today’s Teacher<br />Today’s Five<br />Art Fraud Detective<br />From the Mixed Up Files<br />Chasing Vermeer<br />Google Art Project<br />Art Integration<br />
    35. 35.
    36. 36. movieand a <br />makeover<br />
    37. 37. Classroom Makeover Challenge<br />Initial Analysis / Identification of Problem Areas (5 Points)<br />Research of Solution (5 Points)<br />Implementation of Solution (10 Points)<br />Analysis of Makeover (5 Points)<br />Production Value / Upload (5 Points) <br />1<br />2<br />
    38. 38.
    39. 39.
    40. 40. E. Paul TorranceOctober 8, 1915 – July 12, 2003<br />Fluency<br />Flexibility<br />Elaboration<br />Originality<br />
    41. 41. Don't be afraid to fall in love with something and pursue it with intensity.<br />
    42. 42. Know, understand, take pride in, practice, develop, exploit and enjoy your greatest strengths.<br />
    43. 43. Learn to free yourself from the expectations of others and to walk away from the games they impose on you.<br />
    44. 44. Free yourself to play your own game.<br />
    45. 45. Find a great teacher or mentor who will help you.<br />
    46. 46. Don't waste energy trying to be well rounded.<br />
    47. 47. Do what you love and can do well.<br />
    48. 48. Learn the skills of interdependence.<br />
    49. 49. My general formula for my students is <br />"Follow your bliss." <br />Find where it is, and don't be afraid to follow it.<br />
    50. 50. Change Is Inevitable<br />Growth Is An Option<br />Choose to GROW<br />
    51. 51. Bring Digital Photos / Video <br />Planning and Conducting Instruction<br />E&E Chapter 5<br />TGS Chapters 21-24<br />For February 15, 2011<br />

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