classroom management review and facets of understanding
Teachers who are ready maximizestudent learning and minimize student misbehavior. 4
Students are deeply involved with their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work- oriented, but relaxed and pleasant. 5
A task oriented environment Is ready and waiting for students 6
The number one problem in the classroom is not discipline; it is the lack of procedures and routines. 15
A smooth-running class is the responsibility of theteacher, and it is the result of the teacher’s ability to teach procedures. 16
What to do when the bell rings What to do when the pencil breaks What to do when you hear an emergency alert signal What to do when you finish your work early What to do when you have a question What to do when you need to go to the restroom How to enter the classroom Where to put completed work 17
Ifyou want it…teach it. If you expect to maintain it, encourage it, acknowledge it, and reinforce it. source unknown 18
“Always say what you mean, and mean what you say…but don’t say it in a mean way.” Nicholas Long 19
Routine What do you What is the signal? expect?1.2.3.
Routine Desired Signal BehaviorEntering Class Walk in, sit Instruction on down, start work board
Training of Trainers for the Mass Training of Second Year Teachers on the 2010 Secondary Education Curriculum (SEC)April 5-8 ,2011 , Manila Hotel ,City of Manila
When students arelearning poorly, wecannot expect them to beready for further learning,or for work.
Thegeneral tendency among teachers to teach for facts, rather than for thinking Results of national and international assessments confirm our students’ poor conceptual understanding. Teaching has been too focused on covering the ground.
Teaching practices that prevent our children from thinking Teachers need to teach for understanding, and do it by design.
Learning as meaning-making Learning as integrative Authentic assessment
identify desired results;determine acceptable evidence;plan learning experiences and instruction. Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)
UbD Facet Facet DescriptionFacet 1: Explanation Sophisticated explanations and theoriesFacet 2: Interpretation Interpretations, narratives, and translationsFacet 3: Application Use knowledge in new situations and contextsFacet 4: Perspective Critical and insightful points of viewFacet 5: Empathy Ability to get inside another persons feelingsFacet 6: Self-knowledge To know ones ignorance, prejudice, and understanding Transition Services Preparation & Training Mach 2005
Our curriculum goalAssessing our learners’ progressPlanning teaching and learning for understanding
Content What students should Standards know, understand and be able to do Learning StandardsEU Performance What students should Standards create/add value to/ transfer
Content Standards Level Learning of StandardsUnderstanding EU Performance Standards Assessment Level of Performance
Assess student’s readiness for learning for understanding. Provide developmentally appropriate interventions to bridge learning gaps. Check for understanding; monitor progress. Remediate, if necessary. Evaluate performance (transfer skills).