Empowering Students and Teachers for Optimal Learning.

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  • Empowering Students and Teachersfor Optimal Learning

  • What is the secret?

  • Simple: Student Engagement

  • Question: How do we accomplish this?

  • Answer:With well-planned lessons

  • Student EngagementSet or identify purposeActivate background knowledge

  • Instructing as ExplanationInterpretive: Intended to clarify the meaning of term or information (What?)Descriptive: Shows how a series comes together to achieve a goal or an end.Causative: Shows a type of relationship (Why?)

  • Student EngagementFocus and refocus attentionMonitor comprehension by checking for understandingContinue to make connections to prior knowledge

  • Student EngagementKnow what you want students to understandUse advance organizers to show how material fits togetherSeparate units so they are learning one idea at a timeIdentify points that require special attentionTake time to review key prior concepts or definitions

  • Student EngagementMake explanations as graphic as possibleSuggestions:VisualsAnecdotes Demos (science, math)

  • Verbal Highlighting CuesThis is important.This is a key point.Id like you to think for a moment what this means.Three important points are. . and, of course, This will be on the test.

  • ThinkWhat type of visual would make your lesson more meaningful for your students?What key points need a graphic illustration for clarity? How do I scaffold my lessons?

  • ScaffoldingProviding a framework that helps students build on their knowledge. Once learning is complete, the scaffolding can remove and the knowledge that you have helped the student construct will stand on its own.

  • Focus (setting purpose)Establish a clearly defined purpose for learning:Today we will . . . . .and before you leave class you will be able to . . . . .

  • Vygotsky Rules!!!Ways to activate prior knowledge:K-W-L chartJournal (as review of previous material and focus on new knowledge to be gained)Others??

  • Direct InstructionThink about how you will organize materials.Consider explicit signals to indicate sequencing of ideas: 1st, 2nd, 3rd, 4th. . . .Key words to emphasize important concepts: important, key ideasExplicit signals to indicate comparisons: Nevertheless, Similarly, On the other hand,Signal illustrations: For example, Such asExplicit signals for conclusion: Therefore, As a result

  • Also considerVocabularyNote takingGraphic organizersFilm clips (12 minutes)Think-Pair-ShareThink Alouds for text rendering

  • Guided PracticeWhat tasks will students perform to practice material just taught?LabsSolve math problemsReading/writing assignmentLanguage practiceRole playing, jigsaw, cooperative learning

  • Check for comprehensionHow will you know students have learning the material?Formal and informal assessments

  • ClosureAsk students to tell what they have learned about todays objective, conceptDirect questioningWhat do you know now that you did not know when you walked into class?Ask a student to restate homework assignment.Tell students what they can expect to learn next class.

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