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Effective Teaching Mackenzie Hudson, Mark Potts Trevor Wagner, Troy

Postive Teaching

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Page 1: Postive Teaching

Effective Teaching

Mackenzie Hudson, Mark PottsTrevor Wagner, Troy Wagner

Page 2: Postive Teaching

Essential Question

What characteristics of lesson planning make

teaching effective?

Page 3: Postive Teaching

Goals• Demonstrate knowledge of characteristics of effective teaching• Understand importance of working positively in collaborative groups

Page 4: Postive Teaching

Objectives• List 5 of the 11

Assignments That Matter characteristics• Define effective teaching• Deconstruct an effective lesson plan and describe its successful components

Page 5: Postive Teaching

What is Effective Teaching?

• Involves technology integration• Uses the characteristics of Assignments That Matter • Uses teaching style that benefits every student • Keeps students motivated and engaged

Page 6: Postive Teaching

Assignments That Matter Characteristics•Collaborative

•Authentic•Allow for feedback•Allow for interactive learning•Engaging•Encourage higher-thinking skills•Have clear and illustrative examples•Give students choices•Encourage creativity•Reinforce instruction•Encourage students to be proactive

Page 7: Postive Teaching

El Misterio de los MayasStudents create an answer to the essential question while learning about the scientific method, the Mayan culture and history and develop conclusions about civilizations, past and present.

Essential Question:What brings about the rise and fall of great civilizations?

Page 8: Postive Teaching

Sequence of Events1. Present Essential Question2. Hold group discussion about Content

Questions3. Ask Gauging Student Needs questions and

instructional time4. Presentation of Maya instructions handout5. Teach about scientific method6. Individual research on specific topic7. Work in small groups to form hypotheses explaining the collapse of the Mayans8. Group must test and quantify their thesis statements and come to conclusions9. Presentations10. Wrap-up discussion11. Concluding essay

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Theorist• Constructivism• Student-driven lessons• Hypothesis leads to research• Critique & Revision

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Use of Constructivism

• Mayan decline study provides insights of current cultural experiences• Lesson starts with questions meant to build meaning• Promotes using prior knowledge• Interpreting and predict information (hypothesis through Scientific Method)• Dialogue among students

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Noted Theorists Ideas

• Jean Piaget child is a scientist, knowledge of relationships along events (e.g. Mayan decline vs. current culture)

• B.F. Skinner important to see consequences of Mayan culture and understand the causes

• Lev Vygotsky stressed the importance of past experiences and connecting them to the present

• Jerome Bruner student selects information to form a hypothesis to enhance meaning

• John Dewey social learning makes knowledge applicable to life

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PsychologistIncorporates Left Brain and

Right Brain Students

Left Brain Students• Independent research• Individual reflection essay Right Brain Students • Group work • Presentation

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Psychologist: Left Brain vs. Right Brain Teacher

Left Brain• Some lecture

• Scientific Method• Develop hypothesis

Right Brain • Hands-on work • Group project

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Use of Different Kinds of Intelligence

• Mayan lesson incorporates strengths of:– Verbal/Linguistic learners: reading, writing, speaking, and

conversing– Logical/Mathematical learners: involves computer skills; solving

problems through logic– Interpersonal learners: involves working with other people and

understanding how to work collaboratively

Page 15: Postive Teaching

Intrinsic

Motivation

Extrinsic

• Gives choices• Solving real-world problems• Student-centered assessments allow students to set goals

• Group process rubrics and project rubrics self-progress reminders• Pre-project questioning creates individual motivation/interest

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Pedagogy

Project-based Learning

Collaborative Learning

• Driving question• Culminating project• Collaborative• Socratic Method (thinking driven by questions)

• Small groups work towards common goal• Interdependence

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Mayan Technology Integration

• Helps evaluate use of technology in classroom– Use of technology integration matrix

o Active – student actively engaged in technical toolso Constructive – students use technology tools to build

understandingo Authentic – technology tools used to solve real-world problems

• Technology integration matrix not incorporated:o Collaborative – students use technology to collaborate with

other studentso Goal-Directed – students use technology to set goals, plan

activities, monitor progress, and evaluate resultso Done in the classroom and not through the use of technology

Page 18: Postive Teaching

Technology Integration in Project Curriculum

The levels that are not used in the Mayan project include:

• Entry/Adoption – technology not used to deliver instructions or direct students toward use of tools

• Adaptation – all students use slideshows to present; students cannot choose other possible tools for presentations

Page 19: Postive Teaching

Projects Inclusion of Bloom’s Taxonomy

• Knowledge – asks Who, What, and When questions to find curriculum-framing concepts/answers to prior knowledge• Comprehension – deep understanding of pitfalls of great societies; own cultural experiences• Application – studying factors of Mayan demise allows insights into own culture’s survival• Analysis – developing hypothesis after synthesizing group findings• Synthesis – students work together to prepare and organize creative/thorough presentation; feedback allowed• Evaluation – teacher-lead discussion on factors of Mayan demise; essay of individual learning

Page 20: Postive Teaching

Instructional DesignerAssessment Timeline: Break it down

Pre-project Gauge student needs; class questioning• determine prior knowledge• create interest (engage students)• promote critical thinking & monitor understanding

During Project Conferences; peer feedback; group collaboration rubric

• students are aware of expectations for group collaboration• students assess their group collaboration• conferences help students progress and stay on track

Post Project Reflection essay; group process rubric• students summarize thoughts • students are aware of how they were assessed

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Differentiated Instruction

1. Know your students2. Have a repertoire of

teaching strategies3. Identify a variety of

instructional activities4. Identify ways to access or

evaluate student progress

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Lesson Execution of Differentiated Instruction

• Special Needs Students– Provide guidance for finding sources– Hold additional conferences to help organize data– Provide the English project rubric

• Gifted/Talented Students– Expand research components to accommodate the student’s interests

and ability level

• Nonnative Speaker– Provide guidance for locating resources– Hold additional conferences to help organize data– Use an appropriate language version Internet Encyclopedia for research– Provide the English project rubric if the student’s first language is not

Spanish

Page 23: Postive Teaching

NETS Standards Compliance

• Collaboration• Real-world issues• Pursue individual curiosities• Reflection • Multiple assessments• Learner-centered strategies• Fluency in technology systems

Page 24: Postive Teaching

Levels of Technology Integration

• Mayan Project incorporates:– Exploration: students research using technical tools inside and outside the

classroom– Infusion: emphasizes high order of technical and analytical thinking– Mechanical Integration: students solving real-world problems using digital

tools– Refinement: instruction based on student needs, no division between

technology and learning

• What could have been incorporated:– Expansion: student collaboration outside the classroom to solve problems

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Pros• Project focused on technology use• Requires synthesis and evaluation• Rubrics and assessments are clear and concise• Driven by student results• Active learning• Multidisciplinary

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Cons• Lesson lacks intrinsic and extrinsic motivation• Directions are not completely concise and clear• Students are not required to work or collaborate outside

classroom

Page 27: Postive Teaching

What does it mean to design and teach Assignments that Matter?

• Collaborative• Authentic• Allow for feedback• Allow for interactive learning• Engaging

• Students work in groups• Relates to society/civilization today• Group process rubric and essay• Learn through research

Page 28: Postive Teaching

Mayan Project Summary

• Encourage higher-thinking skills

• Have clear and illustrative examples

• Give students research choices

• Encourage creativity• Reinforce instruction• Encourage students

to be proactive

• Hypothesis formation and testing

• Examples and rubrics provided• Students choose investigation

area• Creative presentation• Use instructional info to

complete assignment• Students research chosen topic

to create own hypothesis