the self-directed learner: challenging adolescent student to excel september 22, 2011 session #1
DESCRIPTION
The Self-Directed Learner: Challenging Adolescent Student to Excel September 22, 2011 Session #1. Salary Credit Course September 2011- March 2012. Welcome To The Self-Directed Learner!. Do Now: - PowerPoint PPT PresentationTRANSCRIPT
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THE SELF-DIRECTED LEARNER: CHALLENGING ADOLESCENT STUDENT TO EXCEL
SEPTEMBER 22, 2011SESSION #1
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WELCOME TO THE SELF-DIRECTED
LEARNER!Do Now:
On one side of your notecard, please record your response to “What brought you to this course?” In other words, why did you sign up for this course and what you hope to gain from it.
On the other side of your notecard, please record your response to “What comes to mind when you see/hear the word “self-directed”?
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INTRODUCTIONS
Name
School/Subject/Grade
Share either side of your notecard
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WORKING AGREEMENTS
Honor the time committed for the meeting
Participate fully through active listening, being completely present, and coming prepared
Be open to change – seek support
Assume positive intent
Maintain confidentiality
What is missing???
What do these look like/sound like?
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SO WHAT IS THE WORK?
Review Unit Plan
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PREFACE AND THE CASE FOR SELF-
DIRECTED LEARNINGPages xiii – xv
Pages 1 – 13
As you read through these pages, you may want to jot down some key words/phrases
As a group, design and present your “The Case for Self-Directed Learning” Graffiti Wall
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RESOURCE A – HOW MUCH SDL ARE YOU TEACHING
NOW?
Page 142
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CONNECTIONS?
How does SDL support Parkway’s M/V/LP/C?
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PRIVATE WRITE
Now that I know what I know, here is what I am thinking… feeling… realizing…
This all sounds great, but what about?... (yeah, but…)
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A FRAMEWORK FOR TEACHING SDL
Read Introduction pg. 14 – 15
Divide by tables (5 groups)
Group 1 – Defining the Course (pgs. 15 – 16)
Group 2 – Expanding Learning Options and Environments (pgs. 16 – 18)
Group 3 – Building Independent Thinking Skills (pgs. 18 – 19)
Group 4 – Negotiating Student Learning Agreements (pgs. 20 – 21)
Group 5 – Establishing Assessment Processes (pgs. 21 – 22)
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A FRAMEWORK FOR TEACHING SDL
Individually, read your chunk using the following guided reading notations:
Words/statements /ideas that are in check with your thinking (validating)
? Words/statements /ideas that you are questioning
! Words/statements/ideas that surprise you
Share your notations with your group
As a group, present the MIP’s, how this connects with what we might already be doing, using, etc.
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WRAP –UPPRIVATE WRITE/ACTION
PLANBy our next session, October 20…
A first step I would like to take is…
I will accomplish this by…
Support I may need from my instructor is…