Self Directed Learning Training Module

7/21/2019 Self Directed Learning Training Module

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SELF-DIRECTED LEARNINGPREPARATION FOR DAILY 5 IMPLEMENTATION

Learning modules:

1. Introduction to self directed learning

2. Rules and routines in prep for SDL

3. Multiple Intelligences and Differentiation

in prep for SDL

4. Teaching aids that cost nothing: making

materials from recyclables

This module will address the following questions

How do children learn?

What is the role of the teacher?

Do all children learn in the same way?

Can we teach children with different learning needs at the same time?

Do teaching aids contribute to learning?

Learning outcomes

At the end of this training module teachers will

know:

that all children have different learning

needs

Children learn best in an environment that

has predictable rules and routines

a coach-teacher model is an effective

method to enhance student achievement

Teaching aids can be made from every day

materials

Learning outcomes

At the end of this training module teachers will

be able to:

Explain the benefits of self-directed learning

Brainstorm routines that will work in their

classroomand coordinate with other

teachers for the same class to ensure

coherence

Plan a lesson utilizing at least 3 intelligences

Construct teaching aids from recyclable

materials


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An introduction 30 min

SELF-DIRECTED LEARNING

Can children learn without a teacher?

How can children get the most out of school?

How can teachers and schools achieve high results with very few resources?

What role does questioning play in the learning process?

Teachers will be able to:

Explain the concept and impact of Dr.

Sugata Mitras research

Identify the difference between teacher as

filler and teacher as facilitator Brainstorm what structures need to be in

place in order for SDL to be successful

Materials:

Video: Hole in the Wall Project and Ted Talk

Paper and Pencils

Procedure:

Pre-teaching rules and routinessymbol sound for regrouping. Audience expectations. Expectations for

group work.

1) Ask the question: If there were no teachers in the world, how would students learn?

Make an anchor chart. Brainstorm how learning happens. Hopefully teachers come up with things like:

Watching others. Practicing. Asking questions. Etc.

2) Tell teachers they are going to watch a video clip. Each teacher should write down one question they

have about what they see in the video. Show the video and then put the teachers into groups. Ask them

to share their questions with each other and talk about their opinion of what they saw.

3) Get teachers back as a whole group. Go back to the anchor chart. Brainstorm if they would add

anything to the chart after seeing the video.

Wrap up:

We arent going to take SDL to the extent of the School in the Cloud. What we are going to do is

start a process of creating a self-directed learning center. In order for this to be successful teachers

need sound practice in a few areas: class management and routines, multiple intelligences and

differentiation, and making materials. The rest of the training will focus on these things.


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The backbone of SDL 90 min

CLASSROOM MANAGEMENT AND ROUTINES

What kinds of behavior do we expect in schools?

How can we encourage the behavior we want and discourage the behavior we dont?What is the teachers role in classroom management? What is the students role?

What role do routines play in student learning?


Explain the importance of consistent, explicit

rules and routines

Create an outline of rules & routines to

implement in their classroom.

Identify who they need to coordinate with to

ensure rules and routines are consistent

universally.

Brainstorm what structures need to be in place

in order for SDL to be successful

Materials:

5 Rules printouts

Flip Chart

Paper and pencils

Chimes

Procedure:

1)Ask teachers to go into their groups and brainstorm the 5 most important rules they use in their classroom.

When its time to call them back, use the chime established at the beginning of the training. (5 min)

2) Before discussing their ideas for rules, ask them how they knew to come back to the whole group. How

did they know what to do during group discussion time? Explain that these are routines that we established

for our training. Everyone knows what to expect of themselves and each other. Everything you do in classneeds to be explicitly explained. Every behavior you expect for the kids needs to be taught and they need

to be given examples. Explain cortisol and dopamine and how these brain chemicals affect learning.

Having clear expectations will contribute to low levels of cortisol and thus children will be more engaged

and retain more information. (20 min)

3) Rules: good example/bad examplego through the 5 rules. Give good examples and bad examples.

Explain the WBT method of class management (5 rules, scoreboard, emotional response, rewards) (20 min)

4) Ask the teachers to go back into their groups and look at their rules again. Tell them that they need to

teach these rules to the rest of the class in an engaging way. They can change/modify their rules as they

like. They need to have:

5 rules An engaging way to teach the rules

A way to keep track of good and bad behavior

A reward system

Each group will present. A peer evaluation sheet will be handed out and anonymously filled by the rest of

the class. The groups can review these later for feedback on their presentation. (35 min)

5) Routines worksheetPass the worksheet out to individual teachers. Ask them to think of routines for each

of the items on the list. After 5 minutes, they should get into pairs and discuss their routines with another

teacher.


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How will I teach my students to do the following things?

MY CLASSROOM ROUTINES

First things:

How will my students come into the classroom?

Where will they put their bags (if they have

them?)

What is the first thing they should at the start of

class?

Materials:

Where are materials kept?

How should they use each thing?

How do they take and put back materials?

Homework:

When do children get homework?

Where do they hand it in?

How is it given back to them?

Movement:

How do children move from one place to

another? How do they line up? What are the

expectations for being in line?

Communication:

How do I communicate with parents?

How do I communicate with the principal?

How do I communicate with other staff?

Dismissal:

What should children do before class is finished?

What should they do before they are dismissed?

My Routine Ideas:

First things: Materials

Homework: Movement:

Communication: Dismissal:


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Engaging all types of learners 90 min

MI AND DIFFERENTIATION

What are the 7 multiple intelligences? What is my MI profile?

How can I use MI in my lesson planning? How do I teach for different learning styles?

How can I teach a class with students who have different abilities/who are at different stages of

development?


Name the 7 multiple intelligences

Plan a lesson that incorporates at least 3 of the

7 intelligences

Explain the need for differentiation

Construct a 3 level plan of differentiation for a

basic lesson

Materials:

Power point, TV or projector

Paper and pencils

Stone Soup Materialssee attached

*See attached power points for content and activities

45 min MI

45 min Differentiation


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Making something from nothing 30 min

RESOURCES DEVELOPMENT

Do teachers need fancy materials?

How can we use every day items to engage our students?Where can we find ideas?

How can we share ideas?


Describe different types of teaching aids

Make their own teaching aids from recyclable

items

Materials:

Recyclables

Colored paper

Markers

Glue

Scissorsstapler

X2 Bowl or hat for voting

Procedure:

1)Teachers get into groups. Each group has a set of standard items.

2) By random drawing, each group can choose a specified number of items from the recyclable

table

3) Each group has 15 minutes to create a teaching aid from the materials they have on their table.

They must be able to explain how they would use this aid to engage their class.

4) Each teacher will vote for the best teaching aid. They cannot vote for their own group. They will

also vote for the MVP of their own group.

5) Prizes are awarded to each group (with the best award going to the #1 group)

Documents

Self Directed Learning Training Module