04 ced560 section811 th1620to18500027 hh408 spring2010 february24
DESCRIPTION
PowerPoint presentation for Februasry 25, 2010.TRANSCRIPT
Using Reading and Writing in the Reading and Writing in the
Secondary School (SCED 560 § 811)
Dr. Jack N. Cole
Secondary EducationClass 04 February 24, 2010
4:20 – 6:50 p.m.
2
Keepers
1. _______________
2. _______________
3. _______________
Day’s Agenda• Opening
• Introductions Volume, Diction, Pronunciation
• Agassiz and the Fish
• Reading Reaction 5
• Notes Check
• The Directed Reading Lesson
• Preparing a DRL
• Reading and Writing
• Listening and Mind Mapping
• Summary and Conclusion3
4
Ten Commandments of Good Listening—Dr. Ralph Nichols
• Interesting
• Speaker
• Don’t Argue
• Look for Big Ideas
• Flexible Notetaking
• Work at Listening
• Handling Distractions
• Tackle Difficult Ideas
• Keep Your Cool
• Use the Differential
Listening
• Which of the rules for good listening did you select to work on?
• What has been your progress between last class and this one?
• What do you now see as being your most important rule?
How to Read to People
1. Stand up
2. Volume
3. Pronunciation
4. Communicate Meaning
5. Drama
6. Watch Audience
7. Watch Yourself7
Introductions
• I am…
• I bring…
• I want…
• Remember me…
8
Volume, Accent, Diction
9
Culturally Relevant Instruction
What is it?
What is your role?
What are its effects?
10
Culturally Relevant Instruction
11
Nurture an inclusive classroom climate
Create inclusive physical environment
Review existing instructional materials for bias in ethnicity, gender and SES
Select culturally relevant instructional materials
Understand how cultural frames of reference impact teaching styles
Communicate high expectations
Vary communication strategies
Use an array of grouping practices; avoid tracking
Use motivational strategies
Teach students to use problem solving and conflict resolution
Teach students about negative impact of stereotyping
Increase students’ willingness to take intellectual risks and develop self-efficacy
Develop lessons at Banks’ transformational and social action levels
Reduce cultural conflict between home and school
Bridge communication styles between home and school
Use the language, communication styles and culture of home in instruction.
Word Problems
12
Dates
• 3/11, 3/25, 4/8, 4/15, and 4/22 Praxis Wkshp
• Meet 3/10, 3/25, 4/7, 1/14, 4/21 HH 408
13
JPTAAR
Judge prior learning by pre-assessing.
Plan instruction based on prior assessment.
Teach students to acquire skills/knowledge/behaviors in meaning ways.
Assess student achievement during and after instruction.
Analyze the results of post-instruction assessment.
Reflect on changes to future teaching to improve student achievement.
14
Binder
Participants are to maintain their course work and materials in a binder. Moreover, the participant will maintain a record of work submitted and returned; a copy of this form should remain in the binder. At the time work is evaluated, the instructor will annotate this record.
15
Discussion and Dialogue
Whole class discussion will be one of the predominant activities for processing information. Individuals will be evaluated on their quality…not quantity…of participation based on factors such as, having required materials, referring to notes on assigned reading, and taking the initiative to offer proposed answers and insights during class discussions.
16
Reading Reactions
17
Reading Reaction Sheet
Name: Reading Number: Chapter:
Version: Date:
1. What are the key concepts included in this assignment?
2. Specifically, how well do the authors' viewpoints serve you and your
discipline/learners?
3. What ideas in this assignment are useful to you?
4. What are the critical distinctions made by the authors?
5. What surprises did you find in this reading assignment?
6. What is your assessment of the authors’ credibility?
7. Comments:
Summary and Conclusion
• Key ideas and concepts
• Keepers
• Write a summary
• For next class, bring your binders
• Locate MD state standards for your subject
• Locate national standards for your subject
• Print them and bring them in your binder
18
A Story About Teaching
To become the best teacher you can be, enter the profession.
Then, keep improving.
This story is an allegory.
A Story About Teaching
What would be the hallmarks of the best teacher you’ve ever known?
mm
A Story About Teaching
Which of these hallmarks would you like to achieve yourself?
list
A Story About Teaching
This story will help you to do that.
It’s about a young learner entering a profession.
He learns to learn.
Learning to learn equips you for all learning experience.
A Story About Teaching
What are key skills needed to enter and succeed in a profession?
list
A Story About Teaching
The story is involves a fish.It is a haemulon.
Pronounced: “HAY myu lon”or “HEM u lon”
And a branch of science.“Entomology”
“En tuh moll uh gee”Study of bugs.
A Story About Teaching
Jan and Dean caught a haemulon, otherwise known as a French Grunt, a very ugly fish that makes a grunting noise, early in the Fishing Derby.
When we got to the Museum of Natural History, Emily saw the display cases of insects, spiders and other bugs and wanted to go to the
entomology exhibits.
A Story About TeachingAs You Read:
Figure out what method is used by the professor.What are the effects on the learner?
What activity leads to the learner’s breakthrough?What tools does the learner use?
How does the learner evaluate the lesson?How does the professor evaluate the learning?
How could you use this message in your classroom?
Take notes.
Mark up your copy.
A Story About TeachingAs You Read:
How does this story apply to teaching?
What are the elements that have direct applications?
A Story About Teaching
Now what?
The Directed Reading Activity
DRL
Stage of DRL Activities Materials
Readiness
Silent
Reading
Discussion
Rereading
Follow Up
DRL Report Format
• Subject/Objective(s)
• Learners
• Description of Lesson– Materials
– Learner Tasks/Sequence of Activities
– Evaluation/Assessment
• If Used, How It Went (If Not, Possible Snags)
• What Was Learned/Double Loop Learning
• Refinements
• ConclusionKey Assignment
Typewritten or
Keyboarded
Transition
• We just….
• You did….
• Next, we will….
36
Objectives
• Learners will read and interpret a complex passage in terms of their teaching practice
• Learners will demonstrate a specific note taking system and show their work to the instructor for comment
• Learners will develop the outline of a plan for a directed reading activity
37
Objectives
• Describe a behavior or observable outcome
• One sentence
• More or less universal format
• Beginning with/using ________, the learner will ________ to this degree of performance _______.
38
Objectives
• Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.
1. Initial condition/resources
2. Observable performance or product
3. How well, how complete, how many
39
Objectives
• Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.
1. Initial condition/resources
2. Observable performance or product
3. How well, how complete, how many
• S
• M
• A
• R
• T
40
Objectives
• Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.
• Specific
• Measurable
• Acheivable
• Relevant
• Time-bound
41
Objectives
• Beginning with/using ____1____, the learner will ____2____ to this degree of performance ____3____.
1. Initial condition/resources
2. Observable performance or product
3. How well, how complete, how many
42
Transition
• We just….
• You did….
• Next, we will….
43
Directed Reading Lesson Workshop
What are the steps in preparing a DRL?
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
44
Directed Reading Lesson Workshop
What are the steps in preparing a DRL?
Group 1 -- Brainstorm Steps
Group 2 -- Mind Map onto Chart
Group 3 -- Brainstorm onto 3 x 5 Cards
Group 4 -- Make a Group List
Group 5 -- Conceptualize: Conceive, Prepare, Produce
Group 6 -- Create a Procedural Checklist
45
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
?
?
?
?
?
?
46
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
LP
47
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
LP (Steps/Timing)
48
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
LP
Process Plan
49
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
LP
Process Plan (script/included what show learners?)
50
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
LP
Process Plan (included)
Process Plan Lite (“pocket reference”)
51
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
Preassessment
LP
Process Plan (included)
Process Plan Lite (“pocket reference” activity guide)Pocket Card
Poster
PowerPoint
Desk Reference
52
Immediate Preparation
Confederates/Marshals
Blocking and Movement Flow
Remember to:
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
LP
Process Plan (included)
Process Plan Lite (“pocket reference” activity guide)
Materials
53
Directed Reading Lesson Tools
What are the tools you need to make/have in preparing a DRL?
LP
Process Plan (included)
Process Plan Lite (“pocket reference” activity guide)
Materials
Floor Plan/Materials Layout/Technology Checklist
54
Transition
• We just….
• You did….
• Next, we will….revisit Jigsaw
55
Article: Motivation
• Analyze for DRL
• Outline LP
• Outline Assemble-and-Submit Packet
• Apply to Own DRL LP
56
Assembly of DRL Packet
• Page 1: Title, Version, Proposal Paragraph
• Page 2, ff.:
– Newest Version of LP, changes highlighted
– Materials
– Older Versions of LP, w/Comments
Name, Date, Title, Version on each page (header)
Page Numbers, 3-hole punched
Upon Approval, place in binder w/other resources57
To Remember
• Correct grammar, punctuation, spelling
• High-caliber professional diction
• Short sentences, active verbs
• Quality of presentation
• Transitions
• Description of process at each step
• Sequence and flow
• Format – use tabular format
• Complete contextual information
58
Make it Happen
• Directed Reading Lesson Planning Format
• Audience (Describe Readers/Learners):
• Objectives:
• Reading Material (What, Content, Readability, Reading Level:
• Step of DRL
• Activity
• Outcome Indicator/Deliverable(s)
• Set Up of Lesson
1. Readiness
1. Motivation
2. Tapping Prior Knowledge
3. Concept/Vocabulary Development
4. Purpose Setting
2.
3. Silent Reading
4. Discussion
5. Rereading
6. Follow Up
59
Objective First
Context of Lesson
Externals
Work Session
• Objective/Outcomes
• Work plan
– Roster of Roles
• Timing
• Time Checks
60
Article: Motivation
• “Read” It Outline Objective
• Mark It
– Concepts
– Ideas
– Process
– Important
– Peripheral but Fun
• Create Activities (and Think of Resources)
• Outline LP61
Make It Happen
62
“Textual Material”
Look at the subject area text you brought.
What do you see?
63
Transition
• We just….
• You did….
• Next, we will….
64
Regarding Motivation
List everything you know about learner motivation
65
Don't ask what the world needs. Ask what makes you come
alive, and go do it. Because what the world needs is people
who have come alive.
- Howard Thurman. American theologian, clergy, mystic, civil
rights activist 1900-1981
Motivation
Regarding Motivation
For the reading you’ll use in your DRL:
Craft an initial motivation step for your LP
67
Motivation
• Statement
• Interaction
• Learner Do Something
• Demonstration
• Challenge
• Puzzle
• Information/Visual/Audio
• Proposition68
Transition
• We just….
• You did….
• Next, we will….
69
Reading Reaction (Response)Name: ______ Reading Reaction #: ___5___ Chapter: _______ Version:
____
• What are the key concepts included in this assignment?
• Specifically, how well do the authors' viewpoints serve you and your discipline/learners?
• What ideas in this assignment are useful to you?
• What are the critical distinctions made by the authors?
• What surprises did you find in this reading assignment?
• What is your assessment of the author’s credibility?
70
Transition
• We just….
• You did….
• Next, we will….
71
Ten Commandments of Good Listening—Dr. Ralph Nichols
• Interesting
• Speaker
• Don’t Argue
• Look for Big Ideas
• Flexible Notetaking
• Work at Listening
• Handling Distractions
• Tackle Difficult Ideas
• Keep Your Cool
• Use the Differential
Listening
• Which of the rules for good listening did you select to work on?
• What has been your progress between last class and this one?
• What do you now see as being your most important rule?
Memory Jogger
74
The Sequence
• Attention
• Predisposition
• Direct Teaching
• Practice to Competence
• Habituation & Graduation
75
Transition
• We just….
• You did….
• Next, we will….
76
Introductions
• I am…
• I bring…
• I want…
• Remember me…
77
Directed Writing Activity
Task
Manager
Timeline
Validation
Transition
• We just….
• You did….
• Next, we will….
78
Jack N. Cole Copyright 2006 Transporter
Press 79
Key Skill
• Thinking
• Collaboration
• “Sweep the table”
• Parallel and serial
• Mainstream skill
• “Secret Weapon”
Mind-Mapping
Main Idea
Mind-Mapping
Main Idea
Concept
Mind-Mapping
Main Idea
Concept
Sub Concept 1
Mind-Mapping
Main Idea
Concept
Sub Concept 1
Sub Concept 2
Mind-Mapping
Main Idea
Concept
Sub Concept 1
Sub Concept 2
Concept 2
Mind-Mapping
Main Idea
Concept
Sub Concept 1
Sub Concept 2
Concept 2
Concept 3
Mind-Mapping: Seewww.inspiration.com
Main Idea
Concept
Sub Concept 1
Sub Concept 2
Concept 2
Concept 3
Mind-Mapping: ExampleParty
Party
Refreshments
Drinks
Eats
Theme
Logistics
Mind-Mapping: Today’s ClassWhat Things Have We Covered?
MKSTII
Consider How You LearnConsider WHAT You Learn
• All learning is self-directed
• Motivation is our own, or we drag
• We learn best in the real world, by our own efforts
• If you composed an “Everything Book” for yourself, what would it contain?
• And, if you engage a teacher, how would you proceed with learning?
89
90
Keepers
1. _______________
2. _______________
3. _______________
Next Class
• Calendar Skills (bring a 4-month calendar – or I’ll have them for you)
• National and State Standards
• Your Role
• Steps of the DRL
92