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DiAnna Day 2, Effective Techniques for Learning

Day 2, 2013

DiAnna Palmer

on 21 January 2014

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Transcript of DiAnna Day 2, Effective Techniques for Learning

Facts About LGBTQA
What can we do at Franklin?!
Effective Techniques for Learning
Welcome to Day Two
Homework & Feedback
Overview of Yesterday
Questions about Yesterday?
Managing a Team Environment
Promoting Critical Thinking
Team size
Team charter
Work Plan
Goal Reinforcement/Formative Feedback
Instructor accountability
Managing a Team Environment

Classroom Management Techniques for Group Work
-Establish expectations for appropriate team citizenship behavior
Develop team skills
Proactively address team dynamic problems
-Anticipate problems in team dynamics
Help students develop strategies for resolving conflicts during group work
-Improve team dynamics
Provide resources to help students develop and complete a major group project

Managing a Team Environment
Expectations for Group Work
Team purpose (mission)
Measurable and verifiable goals
Strengths of team members
Operating guidelines

Managing a Team Environment
Classroom Management Techniques for Group Work
Works toward the understood goals of the team
Contributes to an informal, comfortable, and tension-free work environments enthusiastic about working with the team
Follows through on commitment
Takes pride in the team’s work
Shows interest in other team members’ achievements

Managing a Team Environment: Characteristics of a Good Team Player
Readily accepts feedback on performance
Encourages others to achieve at high levels and is able to stay focused on team tasks
Openly communicates with others in the group and is sensitive to the feelings of other group members
Able to resolve conflict effectively
Eager to try new approaches

Characteristics of a Good Team Player
Should top students work together?
How to divide up teams

Classroom Techniques for Group Work
Team Process Management
Decision Making

Team Structure
Lecture Techniques
Choices in lecture- Three to four major issues
Interactive lectures
Reflective Questioning
Real World Experience
Lecture Techniques
Capture listener’s attention
Clear objectives
Don’t repeat textbook or outside reading
Memorable lectures
Present material in multiple ways
Monitor learning
Organize material in a coherent structure of framework
Don’t overload your lecture
+/- 5 points per slide in PowerPoint
Create a Face-to-Face Lecture with Presentation Materials
Give yourself time to prepare
Consider how much printed material you want the students to have
Decide on what technology tools to use
Design your materials with the audience in mind
Prepare a rough draft and have others review

Tips for Preparing Materials
Anticipate likely questions and formulate possible responses before you present
Establish a time limit and inform students
Be firm in keeping to the time limit
Restate each question clearly
Direct responses to all
Be brief
Don’t allow one person to dominate the session
Prepare a concluding statement to indicate the end of the session

Facilitate a Question & Answer Session
Provide an open question and answer forum
Encourage critical or creative thinking, reinforcing domain or procedural processes
Achieve social interaction and community building - have the students get to know each other personally and intellectually; validating experiences and linking to current events and theory
Supporting students in their own reflections and inquiries

Quality Questions to Facilitate Discussion
Critical thinking defined
Encouraging students to think critically
Foundation for Critical Thinking
Read, Write, Reflect
Concept mapping
Applying content to current events and experiences
Combine core concept learning with customized and personal learning
Promoting Critical Thinking
Summarize or put in their own words what the instructor or student said
Relate the issue or content to their own knowledge or experience
Give examples to clarify or support what they have said
Make connections between related concepts
Work with a partner or group and debate
Promoting Critical Thinking
Critical Thinking in the Online Classroom – Teaching Tactics
Community of scholars
Wealth of information and research
Foundation for Critical thinking
Promoting Curiosity
Facilitating Discussions
Six types of questions
- Clarifying the concept
- Probing assumptions
- Probing rationale, reasons, and evidence
- Questioning viewpoints and perspectives
- Probing implications and consequences
- Questioning the question
Challenges assumptions
Socratic Method
Questioning Techniques
- Prepare students for questions
- Use pre-planned and emerging questions
- Post questions to the whole group
- Relate back to previous comments
- Be present in the discussion
Facilitating Discussions

Facilitating Discussions Amongst Students
Small group discussion
Buzz groups
Case discussions
Debate teams
Jigsaw groups
Mock trials
Leading Your Class
Hybrid Learning

o What makes excellent group work?

o What could you do to guide student group work

o How might you use student groups effectively in the face
-to-face environment as part of your lectures? Create
Specific ways to do this. .

Outcome: Describe how to Manage Student groups and student group work in a Student-centered Hybrid Environment.
The question:

What can we do to fascilitate good and minimize or avoid bad team environments?
Go to mindtools.com to investigate team management. Important terminology to consider on the site include: charter, work plan, team management, and reinforcement
Your Mission:
Group A Teachers: Your students are struggling and high needs

Group B Teachers: Your students are an even mixture of extremely adept, and extremely high needs
How will you make this an effective team environment? In your roles as teachers, build an effectiveness plan and charter that will help students in your classrooms given their varying needs. What will your struggles be as a teacher, and what are the pro's and con's of the team?
Full transcript