Class+Archives+-+532

- 2/11

Rigorous Content has three components: Procedural Skill, Conceptual Understanding, and Application

Five Practices Model
 * 1) Anticipate student responses to tasks.
 * 2) Monitoring student work and thought
 * 3) Selecting particular students to share thoughts or work.
 * 4) Sequence student responses in desired order
 * 5) Connect student responses together and to concepts.





1/28

Some career guidelines:
 * Don’t forget to have fun
 * Don’t be a martyr
 * Save for retirement
 * Learn to say no
 * Keep your prep period
 * Manage your money and live within your means
 * Don’t give homework
 * Pace yourself with lesson planning
 * Feedback…not grading

Daniel Pink - Motivation - Autonomy/Mastery/Purpose (TED Video linked on 532 page)

[|Deborah Ball and Mamadou]

Thoughts on Lindsay vs. Schmidt:

Lindsay: Student centered Student interaction Nobody shut down John taught for a moment Tom asked a question and she redirected to the class Open discussion Checks for understanding Compared to Schmidt, less dynamic and organic You can’t tell that she’s the teacher based on her role in the dialogue How much do we actually retain? (Teaching) Same people talking – get more kids involved. Students feel comfortable sharing.

Schmidt: He loves his own voice Student answers are disregarded He’s looking for one specific answer and not any unique thoughts Kids are scared Poker face? Teacher centered Focuses on Hanna Cuts kids off- are there class procedures for talking? He allows for student thought Asks one question at a time.

1/21

If they synthesize one day, consider having them access prior knowledge the next day by allowing them to share their reflections/journal entries from the previous day. One strategy is the Inside-Outside Circle. Students pair up, form a circle, each student shares, then they each move to the right.





The Hook

Student ideas for Hook components:

Students are using prior knowledge...skills they already have.

Personal experience…

Diverse cognitive background

Open ended - multiple answers or views

Personal preference

Low stress environment - opinions or thoughts

A twist...cognitive dissonance

Connection to reality or something tangible

Low entry

Everybody eats

This is the part of the unit that draws students in. It should try to accomplish one of the following things:

Perplexing

Intellectually Stimulating

Necessary

Creates Ownership

The hook should have a low entry point (low floor...high ceiling) so that any student can enter into the discussion.

What can any student do? Here's a partial list:

Will they guess?

Will they develop intuition about something?

Will they express an opinion?

Will they classify things?

Will they find patterns and (eventually) generalize those patterns?

Examples of hooks/unit plan introductions...


 * Foreign Language: **

Ask students to pre-write their opinion on why someone should marry or how soon they should marry after the loss of a spouse.

Students summarize/synthesize reading using illustrations, writing, etc.

Give students options for deeper analysis of the text.

Summative piece comparing relationships in different books.


 * Fine Art: **

Show students examples of works in the genre we’re studying. Ask them to determine defining characteristics.

Link to the era (history, etc.)


 * Math ** :

How many questions did this generate in class? Maybe 5 or 6


 * P.E. **

Play the sound clips of two heart beats and ask students what they think those people are doing. Then tell them the slow heartbeat is a fit person walking up stairs and the fast heartbeat is an unfit person walking across the room or getting up from a chair.


 * Science ** :

Will the coffee mug really keep the liquid hot for 4 hours as the product claims?


 * Social Studies ** :

Ask students what they see when they look at the picture below. Why would people want to leave their country or move?



What content area(s) could use this video? (I discovered it while watching an ELA teacher)

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1/14 Constructivist ideas found in the Common Core are nothing new.

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Shirtless Joe...low entry point that students could engage in via student friendly language.

Class reactions to first article (Never Say Anything a Kid Can Say):

If I teach, I learn more. Let students teach.

Wait time...how long? It depends.

If kids talk you know what they know.

Strategic questioning

Don’t carry a pencil

Work independently before groups

Don’t let students blurt answers. Same kids answering…

Don’t tell a kid they’re wrong

1/7

Take the time to get to know your students. It shows that you care thus breaking the paradox of trust in relationship building. This goes a loooong way with students. Tell them about yourself as well. Don't be closed off with them.


 * • Factors influencing student learning (low correlation) from the meta-study (Hattie 2009). - with correlation
 * • o Preterm birth weight 0.54
 * • o Illness 0.23
 * • o Diet 0.12
 * • o Drug Use 0.33
 * • o Exercise 0.28
 * • o Socioeconomic Status 0.57
 * • o Family Structure 0.17
 * • o Home Environment 0.57
 * • o Parental Involvement 0.51
 * • Factors influencing student learning (high correlation)
 * • o Teacher-Student Relationships 0.72
 * • o Professional Development 0.62
 * • o Teacher Clarity 0.75
 * • o Vocabulary Programs 0.67
 * • o Creativity Programs 0.65
 * • o Feedback 0.73


 * • 1016:1. Ratio of students to counselors in CA. National average is 471:1. 72%: Percentage of Americans that have faith and trust in our educators. 3,472,915: Number of students on free and reduced lunch (55% of students). These numbers matter, but then again they don't. Remember the meta-study? These issues never came up.
 * • Your job is to help students arrive at the thought learning that you've identified prior to class by carving out a path and laying down the bread crumbs for them to follow. Then they think that they carved out the path themselves.

Students love to say "This school is ghetto..." no matter what school they attend. Most of those students feel disenfranchised, angry at the "establishment", unsuccessful, etc. Teachers say the same things for the same reason (they are just able to articulate their feelings a bit better): "These kids are lazy!"..."They can't learn!"..."Their parents are (fill in the blank)!" It's not a response isolated to teenagers.
 * • Your students are embarking on the hero's journey. It's your job to be Yoda...not Luke. Help them slay the dragon. Don't slay it for them.

Instructional Strategies:

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