Postive Teaching


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Postive Teaching

  1. 1. Effective Teaching Mackenzie Hudson, Mark Potts Trevor Wagner, Troy Wagner
  2. 2. Essential Question What characteristics of lesson planning make teaching effective?
  3. 3. Goals <ul><li>Demonstrate knowledge of characteristics of effective teaching </li></ul><ul><li>Understand importance of working positively in collaborative groups </li></ul>
  4. 4. Objectives <ul><li>List 5 of the 11 Assignments That Matter characteristics </li></ul><ul><li>Define effective teaching </li></ul><ul><li>Deconstruct an effective lesson plan and describe its successful components </li></ul>
  5. 5. What is Effective Teaching? <ul><li>Involves technology integration </li></ul><ul><li>Uses the characteristics of Assignments That Matter </li></ul><ul><li>Uses teaching style that benefits every student </li></ul><ul><li>Keeps students motivated and engaged </li></ul>
  6. 6. Assignments That Matter Characteristics <ul><li>Collaborative </li></ul><ul><li>Authentic </li></ul><ul><li>Allow for feedback </li></ul><ul><li>Allow for interactive learning </li></ul><ul><li>Engaging </li></ul><ul><li>Encourage higher-thinking skills </li></ul><ul><li>Have clear and illustrative examples </li></ul><ul><li>Give students choices </li></ul><ul><li>Encourage creativity </li></ul><ul><li>Reinforce instruction </li></ul><ul><li>Encourage students to be proactive </li></ul>
  7. 7. El Misterio de los Mayas <ul><ul><ul><li>Students create an answer to the essential question while learning about the scientific method, the Mayan culture and history and develop conclusions about civilizations, past and present. </li></ul></ul></ul><ul><ul><ul><li>Essential Question :
What brings about the rise and fall of great civilizations? </li></ul></ul></ul>
  8. 8. Sequence of Events 1. Present Essential Question 2. Hold group discussion about Content Questions 3. Ask Gauging Student Needs questions and instructional time 4. Presentation of Maya instructions handout 5. Teach about scientific method 6. Individual research on specific topic 7. Work in small groups to form hypotheses explaining the collapse of the Mayans 8. Group must test and quantify their thesis statements and come to conclusions 9. Presentations 10. Wrap-up discussion 11. Concluding essay
  9. 9. Theorist <ul><li>Constructivism </li></ul><ul><li>Student-driven lessons </li></ul><ul><li>Hypothesis leads to research </li></ul><ul><li>Critique & Revision </li></ul>
  10. 10. Use of Constructivism <ul><li>Mayan decline study provides insights of current cultural experiences </li></ul><ul><li>Lesson starts with questions meant to build meaning </li></ul><ul><li>Promotes using prior knowledge </li></ul><ul><li>Interpreting and predict information (hypothesis through Scientific Method) </li></ul><ul><li>Dialogue among students </li></ul>
  11. 11. Noted Theorists Ideas <ul><li>Jean Piaget  child is a scientist, knowledge of relationships along events (e.g. Mayan decline vs. current culture) </li></ul><ul><li>B.F. Skinner  important to see consequences of Mayan culture and understand the causes </li></ul><ul><li>Lev Vygotsky  stressed the importance of past experiences and connecting them to the present </li></ul><ul><li>Jerome Bruner  student selects information to form a hypothesis to enhance meaning </li></ul><ul><li>John Dewey  social learning makes knowledge applicable to life </li></ul>
  12. 12. Psychologist Incorporates Left Brain and Right Brain Students <ul><li>Left Brain Students </li></ul><ul><li>Independent research </li></ul><ul><li>Individual reflection essay </li></ul><ul><li>Right Brain Students </li></ul><ul><li>Group work </li></ul><ul><li>Presentation </li></ul>
  13. 13. Psychologist: Left Brain vs. Right Brain Teacher <ul><li>Left Brain </li></ul><ul><li>Some lecture </li></ul><ul><ul><li>Scientific Method </li></ul></ul><ul><ul><li>Develop hypothesis </li></ul></ul><ul><li>Right Brain </li></ul><ul><li>Hands-on work </li></ul><ul><li>Group project </li></ul>
  14. 14. Use of Different Kinds of Intelligence <ul><li>Mayan lesson incorporates strengths of: </li></ul><ul><ul><li>Verbal/Linguistic learners: reading, writing, speaking, and conversing </li></ul></ul><ul><ul><li>Logical/Mathematical learners: involves computer skills; solving problems through logic </li></ul></ul><ul><ul><li>Interpersonal learners: involves working with other people and understanding how to work collaboratively </li></ul></ul>
  15. 15. Intrinsic Motivation Extrinsic <ul><li>Gives choices </li></ul><ul><li>Solving real-world problems </li></ul><ul><li>Student-centered assessments allow students to set goals </li></ul><ul><li>Group process rubrics and project rubrics  self-progress reminders </li></ul><ul><li>Pre-project questioning creates individual motivation/interest </li></ul>
  16. 16. Pedagogy Project-based Learning Collaborative Learning <ul><li>Driving question </li></ul><ul><li>Culminating project </li></ul><ul><li>Collaborative </li></ul><ul><li>Socratic Method (thinking driven by questions) </li></ul><ul><li>Small groups work </li></ul><ul><li>towards common goal </li></ul><ul><li>Interdependence </li></ul>
  17. 17. Mayan Technology Integration <ul><li>Helps evaluate use of technology in classroom </li></ul><ul><ul><li>Use of technology integration matrix </li></ul></ul><ul><li>Active – student actively engaged in technical tools </li></ul><ul><li>Constructive – students use technology tools to build understanding </li></ul><ul><li>Authentic – technology tools used to solve real-world problems </li></ul><ul><li>Technology integration matrix not incorporated: </li></ul><ul><li>Collaborative – students use technology to collaborate with other students </li></ul><ul><li>Goal-Directed – students use technology to set goals, plan activities, monitor progress, and evaluate results </li></ul><ul><ul><li>Done in the classroom and not through the use of technology </li></ul></ul>
  18. 18. Technology Integration in Project Curriculum <ul><li>The levels that are not used in the Mayan project include: </li></ul><ul><li>Entry/Adoption – technology not used to deliver instructions or direct students toward use of tools </li></ul><ul><li>Adaptation – all students use slideshows to present; students cannot choose other possible tools for presentations </li></ul>
  19. 19. Projects Inclusion of Bloom’s Taxonomy <ul><li>Knowledge – asks Who, What, and When questions to find curriculum-framing concepts/answers to prior knowledge </li></ul><ul><li>Comprehension – deep understanding of pitfalls of great societies; own cultural experiences </li></ul><ul><li>Application – studying factors of Mayan demise allows insights into own culture’s survival </li></ul><ul><li>Analysis – developing hypothesis after synthesizing group findings </li></ul><ul><li>Synthesis – students work together to prepare and organize creative/thorough presentation; feedback allowed </li></ul><ul><li>Evaluation – teacher-lead discussion on factors of Mayan demise; essay of individual learning </li></ul>
  20. 20. Instructional Designer <ul><li>Assessment Timeline: Break it down </li></ul><ul><li>Pre-project Gauge student needs; class questioning </li></ul><ul><ul><li>determine prior knowledge </li></ul></ul><ul><ul><li>create interest (engage students) </li></ul></ul><ul><ul><li>promote critical thinking & monitor understanding </li></ul></ul><ul><li>During Project Conferences; peer feedback; group collaboration rubric </li></ul><ul><ul><li>students are aware of expectations for group collaboration </li></ul></ul><ul><ul><li>students assess their group collaboration </li></ul></ul><ul><ul><li>conferences help students progress and stay on track </li></ul></ul><ul><li>Post Project Reflection essay; group process rubric </li></ul><ul><ul><li>students summarize thoughts </li></ul></ul><ul><ul><li>students are aware of how they were assessed </li></ul></ul>
  21. 21. Differentiated Instruction <ul><li>Know your students </li></ul><ul><li>Have a repertoire of teaching strategies </li></ul><ul><li>Identify a variety of instructional activities </li></ul><ul><li>Identify ways to access or evaluate student progress </li></ul>
  22. 22. Lesson Execution of Differentiated Instruction <ul><li>Special Needs Students </li></ul><ul><ul><li>Provide guidance for finding sources </li></ul></ul><ul><ul><li>Hold additional conferences to help organize data </li></ul></ul><ul><ul><li>Provide the English project rubric </li></ul></ul><ul><li>Gifted/Talented Students </li></ul><ul><ul><li>Expand research components to accommodate the student’s interests and ability level </li></ul></ul><ul><li>Nonnative Speaker </li></ul><ul><ul><li>Provide guidance for locating resources </li></ul></ul><ul><ul><li>Hold additional conferences to help organize data </li></ul></ul><ul><ul><li>Use an appropriate language version Internet Encyclopedia for research </li></ul></ul><ul><ul><li>Provide the English project rubric if the student’s first language is not Spanish </li></ul></ul>
  23. 23. NETS Standards Compliance <ul><li>Collaboration </li></ul><ul><li>Real-world issues </li></ul><ul><li>Pursue individual curiosities </li></ul><ul><li>Reflection </li></ul><ul><li>Multiple assessments </li></ul><ul><li>Learner-centered strategies </li></ul><ul><li>Fluency in technology systems </li></ul>
  24. 24. Levels of Technology Integration <ul><li>Mayan Project incorporates: </li></ul><ul><ul><li>Exploration: students research using technical tools inside and outside the classroom </li></ul></ul><ul><ul><li>Infusion: emphasizes high order of technical and analytical thinking </li></ul></ul><ul><ul><li>Mechanical Integration: students solving real-world problems using digital tools </li></ul></ul><ul><ul><li>Refinement: instruction based on student needs, no division between technology and learning </li></ul></ul><ul><li>What could have been incorporated: </li></ul><ul><ul><li>Expansion: student collaboration outside the classroom to solve problems </li></ul></ul>
  25. 25. Pros <ul><li>Project focused on technology use </li></ul><ul><li>Requires synthesis and evaluation </li></ul><ul><li>Rubrics and assessments are clear and concise </li></ul><ul><li>Driven by student results </li></ul><ul><li>Active learning </li></ul><ul><li>Multidisciplinary </li></ul>
  26. 26. Cons <ul><li>Lesson lacks intrinsic and extrinsic motivation </li></ul><ul><li>Directions are not completely concise and clear </li></ul><ul><li>Students are not required to work or collaborate outside classroom </li></ul>
  27. 27. What does it mean to design and teach Assignments that Matter? <ul><li>Collaborative </li></ul><ul><li>Authentic </li></ul><ul><li>Allow for feedback </li></ul><ul><li>Allow for interactive learning </li></ul><ul><li>Engaging </li></ul><ul><li>Students work in groups </li></ul><ul><li>Relates to society/civilization today </li></ul><ul><li>Group process rubric and essay </li></ul><ul><li>Learn through research </li></ul>
  28. 28. Mayan Project Summary <ul><li>Encourage higher-thinking skills </li></ul><ul><li>Have clear and illustrative examples </li></ul><ul><li>Give students research choices </li></ul><ul><li>Encourage creativity </li></ul><ul><li>Reinforce instruction </li></ul><ul><li>Encourage students to be proactive </li></ul><ul><li>Hypothesis formation and testing </li></ul><ul><li>Examples and rubrics provided </li></ul><ul><li>Students choose investigation area </li></ul><ul><li>Creative presentation </li></ul><ul><li>Use instructional info to complete assignment </li></ul><ul><li>Students research chosen topic to create own hypothesis </li></ul>