McElroy - Week 4 - characteristics of intelligent behavior
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Travis K. McElroy discusses characteristics of intelligent behavior that he would employ in a secondary classroom setting. These characteristics include finding humor through self-effacing jokes, wit, and situational humor to liberate creativity. Listening with understanding and empathy involves truly focusing on students without distractions. Responding with wonderment and awe inspires students by showing enthusiasm for their ideas. Thinking flexibly challenges students to approach issues from different angles. Questioning and posting problems encourages inquisitive students to freely ask questions without fear.
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Characteristics of intelligent behavior
This document outlines 6 characteristics of intelligent behavior:
1. Draw on knowledge and apply it to new situations such as applying classroom knowledge to real-life assignments.
2. Find humor through activities like classroom Jeopardy games.
3. Remain open to continuous learning through professional development and self-assessment.
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This document discusses characteristics of intelligent behaviors that teachers should model, teach, and observe in students. It outlines several characteristics including drawing on and applying knowledge, finding humor, creating and imagining, listening with empathy, managing impulsivity, remaining open to learning, and being a good model. Each characteristic provides examples and suggestions for how teachers can support developing that characteristic in the classroom. The overall message is that intelligent behaviors are important for students to learn and develop problem solving and real-world skills.
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This document outlines six characteristics of promoting intelligent behavior in the classroom:
1. Creating, imagining, and innovating by encouraging students to learn and think creatively without limitations.
2. Listening with understanding and empathy through class discussions and sharing ideas.
3. Managing impulsivity by teaching students to think before acting out or answering hastily.
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This document outlines 6 characteristics of intelligent behavior:
1. Draw on knowledge and apply it to new situations such as applying classroom knowledge to real-life assignments.
2. Find humor through activities like classroom Jeopardy games.
3. Remain open to continuous learning through professional development and self-assessment.
4. Strive for accuracy by ensuring assignments like business letters are error-free.
5. Listen with understanding and empathy such as through an assignment analyzing the impact of 9/11.
6. Think and communicate with clarity and precision like through a memo assignment regarding cell phone use in school.
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This document outlines six characteristics of promoting intelligent behavior in the classroom:
1. Creating, imagining, and innovating by encouraging students to learn and think creatively without limitations.
2. Listening with understanding and empathy through class discussions and sharing ideas.
3. Managing impulsivity by teaching students to think before acting out or answering hastily.
4. Remaining open to continuous learning by embracing new information and ideas from others.
5. Drawing on knowledge and applying it, such as using project-based learning to apply classroom lessons.
6. Finding humor to stimulate creativity and high-level thinking through humor, jokes, and wordplay related to lessons.
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Este documento celebra el día especial de la hermana del autor. Agradece a su hermana por estar siempre presente durante los momentos más importantes a pesar de la personalidad y migrañas del autor. También honra la memoria de su abuelo compartido y expresa el amor por su hermana y familia multifaceta.
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Intelligent Behavior
The document discusses different types of student behaviors and thinking styles in a classroom setting. It provides examples of students who doodle and think creatively about assignments, students who are thorough and take extra time to complete work, and students who follow rules and protocols without issue. It encourages teachers to support these different behaviors, understand how students think when they don't know an answer, and reward unique or innovative thinking rather than focusing only on what students know.
Motivation Techniques
This document outlines various motivation techniques for teachers. It discusses intrinsic and extrinsic motivation, and how teachers can cultivate intrinsic motivation in students. It then describes the GODEPY motivation model, which involves teachers glowing with interest, observing students, demonstrating concepts, engaging students actively, embracing all students, praising their efforts, listening to students, and yielding to their feedback. Finally, the document discusses the ARCS model of motivation design which focuses on gaining students' attention, ensuring relevance of content, building confidence, and providing satisfaction.
Essential Questions Charts
Essential Questions are key to the learning experience as they help students and teachers develop guidance for complex topics. E.Q.s promote original thinking by sparking investigations and research rather than just facts. They are best used by matching them to higher levels of Bloom's Taxonomy like analysis and synthesis so students are engaging in critical thinking. E.Q.s provide benefits throughout students' education and lives by teaching important questioning skills.
Chapter 4_ Inviting Uncertainty_How can we grow a culture of questioning and ...
1. Identify strategies to cultivate a mindset of curiosity within individuals and teams.
2. Understand the importance of questioning assumptions and exploring uncertainties in fostering innovation and growth.
3. Learn techniques for creating an environment where diverse perspectives are encouraged and valued.
4. Develop skills to navigate ambiguity and embrace uncertainty as opportunities for learning and discovery.
5. Explore methods for fostering a culture where experimentation and risk-taking are embraced as essential components of growth and development.
classroom questioning
This document discusses classroom questioning techniques for teachers. It covers types of questions, framing questions, and strategies for effective questioning. Specifically, it discusses Bloom's Taxonomy for classifying questions, convergent vs divergent questioning strategies, and techniques like no hands, call and response, simplifying questions, and wait time. The goal of questioning is to actively engage students, evaluate understanding, and develop higher-order thinking skills. Effective questioning is an important teaching tool.
Effective questioning and reacting techniques
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
Culturally responsive curriculum
This document provides tips and suggestions for teaching in racially diverse college classrooms. It discusses developing a culturally responsive curriculum through considering multiple perspectives in course materials and assignments. It also addresses creating an open and safe classroom environment where all student voices are activated. The document offers guidance on how to plan for and manage potentially racially charged situations or "hot moments," including interrupting discriminatory behaviors, having students reflect to defuse tensions, and turning disruptions into learning experiences. The overall aim is to empower educators to enhance learning for all students in a multicultural context.
Applying models of thinking king
The document discusses three frameworks for thinking skills and applying them in education: Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. Bloom's Taxonomy categorizes different levels of thinking from basic recall to evaluation. Marzano's model focuses on five dimensions of learning including attitudes, knowledge acquisition, extending knowledge, using knowledge, and productive habits. Costa and Kallick outline 16 habits including persisting, thinking flexibly, questioning, and continuous learning. The document provides examples of applying each framework in lessons, projects, and assessments to develop students' higher-order thinking abilities.
Teaching Philosophy
Experiential learning involves learning through doing rather than just listening. The teacher believes this sticks information better in students' minds. Experiential learning was developed by David Kolb and involves different learning styles. The teacher uses hands-on activities that engage feeling, thinking, doing, and watching to appeal to different learners. Activities include group projects, debates, videos, and journals to engage these different stages of Kolb's experiential learning cycle. The teacher believes challenging students in this way uses all their abilities and has a bigger impact than just teaching to preferences.
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Improving learning best practices for teaching presentacion octubre 5 -2009
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Chapter 2
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- 1. Intelligent Behavior Presentation Travis K. McElroy MED 560 / Secondary Teaching Methods 3 March 2014 Amy Denney
- 2. Characteristics of Intelligent Behavior Finding Humor • Examples include self-effacing humor, the use of wit and puns, and situational humor • In the classroom, I would use humor to “liberate creativity and provides highlevel thinking skills” (Kellough, 2011, p. 78) Listening With Understanding and Empathy - Rather than paying scant attention and being flippant when listening, this characteristic involves making yourself free of distractions , looking the student in the eyes, and truly listening • I would listen with understanding and empathy to gain the students’ respect and trust Responding With Wonderment & Awe Thinking Flexibly • This means to genuinely listen and show enthusiasm when a student expresses an idea or presents an item • The use of this characteristic in the classroom serves to inspire students and hopefully motivate them to produce high-quality work and thoughts • When thinking flexibly, students think “outside of the box” and learn to approach an issue from many different angles (Kellough, 2011). • I would challenge students to engage in critical, flexible thinking about problems and always look for more than one solution Questioning and Posting Problems • With this characteristic, inquisitive students freely ask questions and pose problems in the classroom without fear of being shutdown by the teacher • I would wish to encourage this in the classroom by setting aside classroom time for higher-order questions and critical thinking
- 3. References Kellough, R. D., & Kellough, N. G. (2011). Secondary school teaching: A guide to methods and resources (4th ed.). Upper Saddle River, NJ: Allyn & Bacon.