June 08 Part 3

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June 08 Part 3

  1. 1. Tournament Prioritiser (p 12) <ul><li>This only finds the ‘Core’ value, element, reason or ‘of all the messages in this book, what is the ‘CORE’ message? </li></ul><ul><li>How? </li></ul><ul><li>Generate a LIST </li></ul><ul><li>Seed the list and enter on TP (4-24 or more on a list) </li></ul><ul><li>Play out the Tournament (1, 2, 3, or 4 in a group) </li></ul><ul><li>Feedback and discuss </li></ul>© Eric Frangenheim
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  3. 3. Characteristics of an Classroom Leader <ul><li>Passion </li></ul><ul><li>Great Listener </li></ul><ul><li>Great Communicator </li></ul><ul><li>Positive </li></ul><ul><li>Empathy </li></ul><ul><li>Highly Organised </li></ul><ul><li>Humour </li></ul><ul><li>Vision </li></ul>© Eric Frangenheim
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  8. 8. NZ Key Competencies <ul><li>Reflect </li></ul><ul><li>How many of the elements are being addressed by the PMI and Extension? </li></ul><ul><li>Managing Self (Aware of how their words and actions can effect self and others) </li></ul><ul><li>Relating to Others (Listen, OPV, negotiate and share ideas </li></ul>
  9. 9. NZ Key Competencies cont <ul><li>Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities </li></ul><ul><li>Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving </li></ul><ul><li>Using language, symbols and text </li></ul>
  10. 10. Reflection and Transfer <ul><li>SUE 1 Reflection. </li></ul><ul><li>What was useful about this strategy? </li></ul><ul><li>Why would it make my classroom even better? </li></ul><ul><li>SUE 2. Transfer </li></ul><ul><li>Where and How would I use this strategy in my Topic? Eg What is the Core characteristic of friendship, sacrifice, message, moral etc in this reading text? </li></ul>© Eric Frangenheim
  11. 11. Decision Making Matrix (p 14) <ul><li>Use when comparing two or more choices and deciding (Analyse and Evaluate) </li></ul><ul><li>Poor decisions – too few criteria or factors </li></ul><ul><li>2 features </li></ul><ul><li>CAF – de Bono – Consider All Factors (Analyse) </li></ul><ul><li>FIP – de Bono – First Important Priorities (Evaluate) </li></ul>© Eric Frangenheim
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  20. 20. Clark or Key Other Criteria: Global Warming, Anti-smacking Bill, Electoral Finance Bill New Zealand Heral 30 May 2008, pA6 Key Clark Total Leadership Law & Order Hospital Waiting lists Tax Cuts Economy Criteria Score (1-5)
  21. 21. LOTE. Ou preferez vous habiter? Nouvelle Zealand Australie France Total Autre Le Shopping Le Sport L’ecole Liberte de la jeune Criteria Score (1-5)
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  25. 25. NZ Key Competencies <ul><li>Reflect </li></ul><ul><li>How many of the elements are being addressed by the PMI and Extension? </li></ul><ul><li>Managing Self (Aware of how their words and actions can effect self and others) </li></ul><ul><li>Relating to Others (Listen, OPV, negotiate and share ideas </li></ul>
  26. 26. NZ Key Competencies cont <ul><li>Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities </li></ul><ul><li>Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving </li></ul><ul><li>Using language, symbols and text </li></ul>
  27. 27. Reflection and Transfer <ul><li>SUE 1 Reflection. </li></ul><ul><li>What was useful about this strategy? </li></ul><ul><li>Why would it make my classroom even better? </li></ul><ul><li>SUE 2. Transfer </li></ul><ul><li>Where and How would I use this strategy in my Topic? Eg. Which of these two short stories is the most entertaining, valuable, useful? </li></ul>© Eric Frangenheim
  28. 28. See Saw and RAS ALERT (p 18) <ul><li>Purpose – student attention to stimulus material – better discussion after </li></ul><ul><li>Step 1. Pair up </li></ul><ul><li>Step 2. Announce purpose – create organiser </li></ul><ul><li>Step 3. Watch stimulus material </li></ul><ul><li>Step 4. See Saw and record </li></ul><ul><li>Step 5. Feedback and debrief </li></ul>© Eric Frangenheim
  29. 29. See Saw and RAS Alert <ul><li>Watch the lesson and note: </li></ul><ul><li>3 x Put Downs </li></ul><ul><li>3 x Encouraging Low Standards </li></ul><ul><li>3 x Encouragement </li></ul><ul><li>Suggest 3 x improvements </li></ul>© Eric Frangenheim
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  34. 34. See Saw and RAS Alert –Technology in Sport © Eric Frangenheim Clothing x 4 Tools for recording or telling x 4 Sports x 5 Strange ideas x 2 Sports Equipment x 4
  35. 35. Reflection and Transfer <ul><li>SUE 1 Reflection. </li></ul><ul><li>What was useful about this strategy? </li></ul><ul><li>Why would it make my classroom even better? </li></ul><ul><li>SUE 2. Transfer </li></ul><ul><li>Where and How would I use this strategy in my Topic? </li></ul>© Eric Frangenheim
  36. 36. So Far <ul><li>RAS Alert </li></ul><ul><li>RAS/Scavenger Hunt </li></ul><ul><li>SUE 1 and SUE 2 </li></ul><ul><li>Comma Thinking Rule </li></ul><ul><li>Which one is happier? A or B? </li></ul><ul><li>PMI </li></ul><ul><li>PMI Extension </li></ul><ul><li>Plus Minus Improve </li></ul>© Eric Frangenheim
  37. 37. <ul><li>Extent Barometer </li></ul><ul><li>Bloom’s Framework </li></ul><ul><li>BAR </li></ul><ul><li>Noisy Round Robin </li></ul><ul><li>DMM </li></ul><ul><li>Tournament Prioritising </li></ul><ul><li>Pairs and RAS Alert </li></ul>
  38. 38. The Y Chart (p 20) <ul><li>A sensate response (right brain?) </li></ul><ul><li>Looks, Sounds, Feels Like (Taste and Smell) </li></ul><ul><li>Start obvious, superficial, concrete </li></ul><ul><li>Encourage, model and move on to implied, related, abstract, conceptual – Deeper thinking (HOT) </li></ul><ul><li>Pre-product stage </li></ul><ul><li>Art, design, poetry, persuasive genre, written response </li></ul>© Eric Frangenheim
  39. 39. Fear Looks Like… Sounds Like…. Feels Like …… <ul><li>Knives </li></ul><ul><li>Shaking </li></ul><ul><li>Darkness </li></ul><ul><li>Public Speaking </li></ul><ul><li>Complex Reasoning - Science </li></ul><ul><li>War </li></ul><ul><li>Microphone </li></ul><ul><li>Public Speaking </li></ul><ul><li>Maths Test </li></ul><ul><li>Darkness </li></ul><ul><li>Screaming </li></ul><ul><li>Crying </li></ul><ul><li>Chainsaw </li></ul><ul><li>Heartbeat </li></ul><ul><li>Unknown Voices </li></ul><ul><li>Really high-pitched screaming sounds </li></ul><ul><li>Chaotic </li></ul><ul><li>Eerie Sounds </li></ul><ul><li>Something Overpowering </li></ul><ul><li>Fight or Flight </li></ul><ul><li>Hairs standing up on your neck </li></ul><ul><li>Internal Pressure </li></ul><ul><li>Sickness in your stomach </li></ul><ul><li>Anticipation </li></ul><ul><li>Adrenalin Rush </li></ul><ul><li>Stress </li></ul><ul><li>Possible Physical Pain </li></ul>Knives Shaking War
  40. 40. © Eric Frangenheim MY FAVOURITE PLACE by Danielle Lewin (Grade 5-7) Brassall SS • words • adjectives • sentences • subject • topic LOOKS LIKE • dark with white patches • trees and a mystique pond • purple velvet grass • sparkles that catch the eye SOUNDS LIKE • running river/ waterfall • soft ancient music • flute/ fife playing a soft and calming melody FEELS LIKE • furry silk • the wind, light and airy • soft, calm, relaxed • you’re being dragged in and you don’t want to leave • of fear you’ll lose it
  41. 41. My Favourite Place by Danielle Lewin <ul><li>My creative mind has found a place for me, a place I can enjoy, a place I can be free, a place just for me. </li></ul><ul><li>The place is deep in the corner of my mind. Its dark spaces make them more revealing to my personality. Its white trees and its secretive sound make my soul feel like I’m the waterfall that crashed gently over the rocks. The purple velvet grass is enhanced with a flowing creek and an ancient meeting place. The sparkles that fall catch your eye like a stampede crashing towards you, yet they fall softly to the ground. </li></ul>© Eric Frangenheim
  42. 42. <ul><li>The music that plays in my mind is soothing, calm and melodic. Its soft running water adds an ancient touch to the trees that whisper in the darkness. The sound that is played here, the sound that’s so relaxing for my ears plays on, relaxing my body from my once before tense condition. The fife that plays a high lifting tune, creates the scene’s serenity and peace with the creative sounds that add magic to this place. </li></ul>© Eric Frangenheim
  43. 43. <ul><li>The heartbeat of this wondrous place pounds a steady beat as it rumbles through my body and shakes beneath my feet. The water in the creek is cold but reassuring as it slides between my finger nails so deep. The trees above cast shadows as if exiling me, but I know that’s the way they welcome my company. The music drags me in and I feel I cannot stop it. But I let it take me in as I’m now complete. I never want to leave here for fears as I might lose it and that I’ll never get back inside my place. Locked with a blue-green padlock my secret was safe and sound. But with writing this description, I let it loose. </li></ul>© Eric Frangenheim
  44. 44. © Eric Frangenheim Self-assessment P0SITIVES MINUSES IMPROVEMENTS • descriptive words • emphasis • feeling • comparisons • physical and mental feeling • concentration on the place • effort • I don’t think it’s good enough but it’s the best I can do • not neat • not real • last sentence • mistakes • make neater • make it seem real
  45. 45. Gallipoli Y Chart <ul><li>Context – last 10 minutes of ‘Gallipoli’ </li></ul><ul><li>Preparation </li></ul><ul><li>Pathos – feeling (Greek) </li></ul><ul><li>Sympathy – feeling ‘for’ </li></ul><ul><li>Antipathy – feeling ‘against’ </li></ul><ul><li>Apathy -‘nil’ feeling </li></ul><ul><li>Empathy – feeling ‘as if’ </li></ul>© Eric Frangenheim
  46. 46. Gallipoli Y Chart - Looks Like: <ul><li>Trenches * friends dying * dead bodies * bayonets * blood * diseases * death * machine guns * tears * misery * no happy faces * insane * fear * dust * dirt * Turks * kill others * kill or be killed </li></ul>© Eric Frangenheim
  47. 47. Gallipoli Y Chart - Sounds Like <ul><li>Gun shots * cries for help * “Please don’t blow that whistle” * prayers * sombre * voices of family * silence * wind through the flags </li></ul>© Eric Frangenheim
  48. 48. Gallipoli Y Chart - Feels Like <ul><li>Racing heart * suicide * fear * scared * patriotic * brave * sense of stupidity * anxiety * depressed * insane * futile * useless * senseless * no purpose * no point </li></ul>© Eric Frangenheim
  49. 49. NZ Key Competencies <ul><li>Reflect </li></ul><ul><li>How many of the elements are being addressed by the PMI and Extension? </li></ul><ul><li>Managing Self (Aware of how their words and actions can effect self and others) </li></ul><ul><li>Relating to Others (Listen, OPV, negotiate and share ideas </li></ul>
  50. 50. NZ Key Competencies cont <ul><li>Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities </li></ul><ul><li>Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving </li></ul><ul><li>Using language, symbols and text </li></ul>
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  52. 52. Torpedo !!!! © Eric Frangenheim
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  55. 55. Abandon Ship – Y Chart <ul><li>Looks Like – Horrid faces, terrifired faces, paranod faces, scaredness in eyes, scattering everywere, objects from boat floating everywhere, black smoke, stormy, burning oils, severed arm, blood & gore, crashing waves, flotsam, pandemonium, chaos, listing ship, floating oil, burning oil </li></ul>© Eric Frangenheim
  56. 56. Abandon ship!- Sounds Like <ul><li>Crying, “Abandon ship!”, screams, yelling, “Hurry, Hurry”, “Help, I’m going to die”, “where’s my mummy?”, “What’s happening?’, explosion, “can’t see”, crashing waves, oily water, sound of breaking boat, splashing, rain, storm, people shouting for help </li></ul>© Eric Frangenheim
  57. 57. Abandon ship - Feels Like <ul><li>Desperation, scaredness, oily, bloody, burning eyes and skin, hart pounding one thousand miles per hour, slippery, rain, dead bodies bumping into me, pain, sticky oil, horror, upset, heat, flames, paranoid, panic, claustrophobia </li></ul>© Eric Frangenheim
  58. 58. Short Story from Y Chart – Abandon Ship!!! <ul><li>It’s been four days now, the blaring sun beating down on us, the powerful rough seas slamming against the side. Unable to do anything but sit there in the small forsaken wreck I now call home. The sea salt in the air has cracked my lips so severely, I can’t talk. I am that weak. </li></ul>© Eric Frangenheim
  59. 59. <ul><li>The sound is of heavy breathing. If we are on the life boats for more than two more days, I think the 24 of us are gone. I lifted my head desperately to look around but saw nothing, just a vast desert of ocean in all directions. Every night all I see in my dreams is the Captain’s severed arm sliding down the cold wooden deck. </li></ul><ul><li>Is there any hope? So thirsty, so hungry, but too weak? Please someone help! </li></ul><ul><li>Jeremy Year 7. Bentley Park College - Cairns </li></ul>© Eric Frangenheim
  60. 60. Reflection and Transfer <ul><li>SUE 1 Reflection. </li></ul><ul><li>What was useful about this strategy? </li></ul><ul><li>Why would it make my classroom even better? </li></ul><ul><li>SUE 2. Transfer </li></ul><ul><li>Where and How would I use this strategy in my Topic? </li></ul>© Eric Frangenheim
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