7. Gordon’s Ladder The Rungs of Learning Unconsciously Skilled - Now we do it without thinking -Relaxed automaticity Consciously Skilled - Now we know that we can do it -Comfortable, competent Consciously Unskilled -Now we know that we don’t know things -Uncomfortable, anxious Unconsciously Unskilled -We don’t know what we don’t know -Blissful ignorance
13. At the last workshop … Anna Z. K V A/O Animal School
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15. Possible task/activity prompts Break into parts… Explain why… Diagram… Present step-by-step … Identify key parts … Compare and contrast … Strengths and weaknesses of.. Deconstruct … Sequence … Write a set of directions … Outline … Act as an expert would, by … Show how this is used in real life… Apply to … Show how to solve the problem of… Develop a plan using knowledge of… Show how this info and skills is like … Simulate … See from another point of view … Use alternative materials or data to … Make connections of this lesson to … Use humor to show … Find a new way to demonstrate … Imagine … Predict … Suppose … Discover … Create …
16. Possible task/activity prompts Break into parts… Explain why… Diagram… Present step-by-step … Identify key parts … Compare and contrast … Strengths and weaknesses of.. Deconstruct … Sequence … Write a set of directions … Outline … Analytical Act as an expert would, by … Show how this is used in real life… Apply to … Show how to solve the problem of… Develop a plan using knowledge of… Show how this info and skills is like … Simulate … Practical See from another point of view … Use alternative materials or data to … Make connections of this lesson to … Use humor to show … Find a new way to demonstrate … Imagine … Predict … Suppose … Discover … Create … Creative
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18. Adding to the Learner Profile K V A O C A P MI - top 3 (Ranked with strongest at the top) Working Preferences Interests
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20. Adding to the Learner Profile K V A O C A P MI - top 3 (Ranked with strongest at the top) Working Preferences Interests
27. Components Identify goals, knowledge and skills Determine acceptable evidence Plan learning experiences and instruction Choose your themes and topics Then and only then... Expectations Assessment
Targets important for all Here are the targets for every GECDSB teacher
Tell teachers that they will be sharing what they write on this section Allow time to complete.
Materials needed – paper, pens, markers, Two consultants model this activity. Debrief the activity.
Getting to know you.
Share with your mentor/mentee what is on index card.
Pete
Don
Don
Pete
Pete Show Norm video (4:45 min.) Distribute handouts (8 page)
Pete At the last workshop you began a Learner Profile card You discovered your Learning Modality (K,V,A/O) Your homework was to begin building Learner Profiles with at least one of your classes Show Animal School Video (the reason why we are doing all this). (5 min. roughly)
11:15 – 11:40 Pete Distribute the handout: “Triarchic Intelligence Theory Self-Assessment” Participants will need a pen/pencil After completing the exercise, have the participants tally their # of check marks for each intelligence and record in the spaces provided. (# for Creative, # Analytical, # Practical) Survey the audience – “How many had Creative as their top preference? how many … Analytical ?…Practical?” “ Did anyone have two or more intelligences that had the same number of check marks? (or close)” “ This handout as well as all others you receive in this session are intended for use with your students. Blackline masters will be available on the conference.
“Here are some possible prompts for tasks/activities that engage each of the Sternberg intelligences.” “If you were asked to perform a task/complete an activity, which of these prompts would engage you the most ? “ Choose 1 (or 2). (Give participants time to make a selection from the lists BEFORE advancing to the next slide.)
“ How does your selection compare with the results of your Triarchic self-assessment?” (that was the check mark activity) “Chances are , it was aligned.” (e.g., Practical prompt & practical intelligence). “ Think about the assignments you give your students. In general, do they reflect your learning preferences?” (wait for a second) Write down one learning assignment from an intelligence outside your dominant one, and share with elbow partner.
Ask the participants to take out their index cards, flip it over to the side without their name. In the lower right-hand corner, they are to print: “C A P” as indicated. Have them circle their strongest Triarchic Intelligence(s). “ In a DI classroom, the teacher can use these cards to sort students into groups. We’ll add to the card later.”
Don Today, we are going to add to your Learner Profile. We’ll be adding Multiple Intelligences, Working Preferences, and Interests Refer to “Sorting Cards” handout (note that you might use other information that’s important to your discipline)
– Distribute the handouts: “Eight Ways of Being Smart” , Multiple Intelligences Inventory, MI inventory 2.pdf Advance to next slide.
On your index card, in the top left-hand corner (as indicated on slide), identify your top 3 Multiple Intelligences in order,
“The theory of Multiple Intelligences asks “ How are you smart?” as opposed to the old, “How smart are you?” Interesting to know when you start to look at addressing the learning needs of your students is that these intelligences can be groups into 3 categories: Based on MATERIAL OBJECTS PERSON related SYMBOL related Just before leaving this slide : “Teachers who know their students’ strong intelligences can provide opportunities for everyone in the class to demonstrate their knowledge and skills through their stronger intelligences.”
On the index card, print the top 3 Multiple Intelligences in order, in the top left-hand corner (as indicated on slide). - See other handout for inventories of MI and VAK Before we move on – complete Learner Profile/Sorting cards In bottom left corner, indicate your working preferences – A, P, S,W In centre – list 2 or 3 key interests of yours (hockey, reading, playing instrument, hiking, etc.)
Dario “The old paradigm can be likened to the fishermen aboard a fishing trawler. Their sonar alerts them to the fact that a school of fish is nearby. They lower their nets and when they pull them up, the nets are full of fish. What they missed, however, were all the fish that were swimming ahead of rest, as well as those that were lagging behind the majority. We need to include all of the fish. Our target is an 85% graduation rate.”
Using this information find patterns and gaps that you can use to inform your teaching and the delivery of your program/ compare with your Markbook printout. Another Form for recording Learner Preferences Learner Form -distribute
Handout: Design Down Curriculum Planning Sharon
Refer to A&E doc, Section Planning Your Program Teacher Resource 3-1
Handout: Design Down template, one page completed as a model.
See model handout
Handout: Gr 5 Model – label the expectations on the model page Connect to achievement chart. Refer to the achievement chart
Refer to Planning Your Program – Design Down in A&E document, resource 3-7 So if we want to meet the expectations and answer the BIG Idea question what is best?
If we are assessing a number of expectations over all or most of the TACK categories, then performance assessment provides the best assessment method.
See handout from Wigggins and Mctighe, in A&E document 3-10 and 3-11, 3-13
Place on an organizer Determine each GRASPS component. Goal: nominate a good Canadian citizen Role: nominator Audience: Hall of recognition Selection Committee Situation: establishment of Hall of Recognition, needs nominations Product: nomination letter Standards: give reasons for choice based on candidate’s actions
With your elbow partner, analyze the task using the organizer.
Use the chart on page 14 to identify some of the methods and tools. Go back to your TACK identification to see what methods and tools are best for assessing each
Let mentor and mentee work on this for a few minutes Can continue designing a unit at one of the release days
Handout: Changing Our Approach to Curriculum Design
Freaks and Geeks video: 1:34 min.
Show Minds On: Douglas Reeves Video: Toxic Practices (6:30 min.) Procedures and Routines -Pete Jones pg. 123-135 Wong pg. 167-194 Working the Room/Classroom Environment -Dan Jones pg. 21-39 Wong pg. 105-107 Planning an Effective Classroom -Don Jones pg. 111-135 Wong pg. 82-100 Motivation -Sharon Jones pg. 85-97 Wong pg. 61-78, 197-228
