Creating Classroom Environments to be Active and Maintain Order, Rigor, and Effective Outcomes SAM...
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Creating Classroom Environments to be Active and Maintain Order, Rigor, and Effective Outcomes SAM 136 Instructors’ Seminar Professional and Academic Center
Creating Classroom Environments to be Active and Maintain
Order, Rigor, and Effective Outcomes SAM 136 Instructors Seminar
Professional and Academic Center for Excellence Marsha J. Harman,
Ph.D.
Slide 2
Critical Thinking Warm-Up In your teams, read the situation on
the next slide. Create some questions to ask that can be answered
with yes or no. As each group rotates and asks questions to narrow
the correct answer to the puzzler, cross out your duplicate
questions and think of more.
Slide 3
When Time Stands Still As a burglar reaches for something on
the mantle, he accidentally knocks over a clock. It falls to the
floor, breaks, and stops. The next morning, however, police arent
able to determine what time the robbery took place. Why not?
Slide 4
SAM 136 COAT OF ARMS Divide you coat of arms into six parts.
Using only symbols: What is something that makes you happy about
teaching SAM 136 Your greatest success to date in teaching SAM 136
Your greatest failure to date in teaching SAM 136
Slide 5
Something you believe in so strongly that you would never budge
regarding teaching in SAM 136 Something you want to accomplish in
SAM 136 before the end of the semester What three words do you want
your students to use in describing you in SAM 136? (you may use
words on this one).
Slide 6
You Gain and Maintain Classroom Control Through your reputation
for effort, flexibility, and availability; your reputation for
firmness and fairness; your knowledge of the content; keeping the
students focused and wanting to learn; responding forcefully and
fairly to challenges to your authority
Slide 7
Effort, Flexibility, & Availability Try to learn their
names, and say them. Be in the classroom 15 minutes before class
starts. Start on time. Encourage them, but avoid one-on-one or
small-group rehashes. These create fairness issues, the bane of
higher-level education.
Slide 8
If you depend on audiovisuals, part of your effort is the need
for a back-up plan when they break. Whenever a decision must be
made, during class or outside, invite the students to take
part.
Slide 9
You can tell how you're doing by watching the class. Smiles and
eager responses means you're doing well. If there's a room full of
frowns, or people looking at watches and the clock, say, "How are
we doing? Too fast? Too slow? Seen this before? Got a better idea
of what we could be doing?" Listen to what they tell you. They are
usually right.
Slide 10
Firmness and Fairness Explain why you've asked the class to do
various things. If there is something about the classroom that's
unacceptable, don't tolerate it. Keep as relaxed a classroom
atmosphere as possible.
Slide 11
Fairness includes recognizing good behavior and effort. Say
their names. Praise them for good behavior. Avoid sarcasm or
shouting (indicates loss of control)
Slide 12
Knowledge of Content Students will judge this (rightly) by your
ability to answer their questions. How you handle questions Welcome
all questions as they arise. Requests for clarification Off-topic
questions Start a lecture with an attention-grabber. Finish with
something about how they will use this material in the future
Slide 13
Keep Students Focused on Wanting to Learn MUST be able to
explain the content CLEARLY With adult learners, use why, because,
and you Involve the class Ask questions ranging from knowledge to
evaluation on Blooms Taxonomy
Slide 14
Bloom (1956): 3 Types of Learning Cognitive: mental skills
(Knowledge) Affective: growth in feelings or emotional areas
(Attitude) Psychomotor: manual or physical skills (Skills)
Knowledge Verbs Define Fill in the blank Identify Label List
Locate Match Memorize Name Recall Spell State Tell Underline
Slide 17
Knowledge Activities Quiz Games Jeopardy Wait, Wait, Dont Tell
Me Who Am I? Whats Wrong with This Picture?
Slide 18
Research shows that early learning centers in which infants are
trained with letter and number flashcards A. produce children who
learn to read and write earlier than their agemates. B. may
threaten infants interest in learning and produce responses much
like those of stimulus- deprived infants. C. often produce children
who are classified as gifted during the elementary school
years.
Slide 19
Who Am I? I was born in 1944 in Eatonton, Georgia, to
sharecropper parents. (25)
Slide 20
I was educated at Spelman College and Sarah Lawrence College
(20)
Slide 21
At a commencement speech at Sarah Lawrence College, I spoke out
against the silence of that institutions curriculum when it came to
African-American culture and history. (15)
Slide 22
In 1976 I wrote a searing examination of politics and
black-white relations in the novel Meridian. (10)
Slide 23
My most famous work is probably The Color Purple. (5)
Slide 24
Who Am I? Alice Walker
Slide 25
Comprehension Verbs Convert Describe Explain Interpret
Paraphrase Put in order Restate Retell in your own words Rewrite
Summarize Trace Translate
Slide 26
Comprehension Activities Graphic Organizers Put in Correct
Order
Slide 27
Application Verbs Apply Compute Conclude Construct Demonstrate
Determine Draw Find out Give an example Illustrate Make Operate
Show solve State a rule or principle Use
Slide 28
Application Activities Mind Maps Create a Cheer Acronym
Mnemonic
Slide 29
Create a mnemonic that will help you remember the levels of
student thinking in Blooms Taxonomy.
Analysis Activities Debate Whats Wrong with this Picture?
Fishbowl Categorize Movie Characters into Theorys Stages
Slide 32
Whats wrong? Sidney is fourteen years old and very ill with
Tay-Sachs disease. His African American family has prayed
consistently in church for him, but he remains very ill. However,
he continues to be very active on his schools junior varsity team.
He is even the quarterback when he is able and is hailed as the
winningest quarterback in the schools history.
Slide 33
Fishbowl Should Representative Barton have apologized to BP CEO
Tony Hayward for being required to set up a $20B escrow fund for
oil spill damages?
Slide 34
Rep. Joe Barton told Hayward he was "ashamed" of the pressure
the White House put on BP to create the $20 billion escrow fund to
cover losses to victims of the spill. "I think it's a tragedy of
the first proportion that a private corporation can be subjected to
what I would call a shakedown," the Texan said. "In this case a $20
billion shakedown."
Slide 35
Synthesis Verbs Change Combine Compose Construct Create Design
Find an unusual way Formulate Generate Invent Originate
Slide 36
Design game-shows or the like to bring two or more students to
the front of the room What governs the attention given to your
lectures? Source of exam questions (specify it) Choice of handout
style (Do exams come from text or lectures or both?)
Slide 37
More Synthesis Verbs Plan Predict Pretend Produce Rearrange
Reconstruct Reorganize Revise Suggest Suppose Visualize Write
Slide 38
Synthesis Activities Design a Menu Pretend You Are the
Committee
Slide 39
Committee Work Pretend you are advisors to President Gaertner
Formulate a plan of action regarding how to encourage freshmen to
develop study skills.
Slide 40
Evaluation Verbs Appraise Choose Compare Conclude Decide Defend
Evaluate Give your opinion Judge Justify Prioritize Rank Rate
Select Support Value
Slide 41
Evaluation Activities Rank from Least to Most Important
Slide 42
Rank order from least important to most important. Knowledge
Comprehension Application Analysis Synthesis Evaluation
Slide 43
Blooms Taxonomy
Slide 44
Respond Forcefully and Fairly to Challenges to Your Authority
Anticipate the question Anticipate the complaint Have a Plan B
Slide 45
Hecklers Hecklers tend to be misinformed; portray you as:
Radical Right crackpot Radical Left crackpot Close-minded dogmatist
Malicious oppressor of the human race Your battle with heckler is
for support of the audience
Slide 46
Critical Thinking Break In your teams, read the situation on
the next slide. Create some questions to ask that can be answered
with yes or no. As each group rotates and asks questions to narrow
the correct answer to the puzzler, cross out your duplicate
questions and think of more.
Slide 47
Not So Safe A man keeps his expensive belongings in safes. No
one has ever seen him enter a combination, and he has never written
one down or told it to anyone. When he opens one of his safes, he
is shocked to find everything stolen. The safe wasnt damaged and
had been locked, so how did the thief open the safe?
Slide 48
Brief Brainstorm Think about someone you view as an influence
in your life. Write three adjectives that would describe this
person.
Slide 49
What would your students say about you? Any chance it would be
like this? http://www.youtube.com/watch?v=_1_My
dgRFZw&NR=1http://www.youtube.com/watch?v=_1_My
dgRFZw&NR=1
