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Chapter 2: Planning the Learning Environment

High Ability - Tuesday nights with Kaley and Amber
by

Erika Kahlenbeck

on 11 October 2012

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Transcript of Chapter 2: Planning the Learning Environment

Planning the Learning Environment Chapter 2 The four most important modifications in a classroom:
process, product, content, & ENVIRONMENT Environment "principles"

1. learner-centered
2. independence
3. open to new ideas, innovations, exploration
4. promote acceptance
5. complexity
6. different groups
7. flexible
8. high mobility Flexible, meets needs, few time limits
integrate intellectual processes
differentiate content
assess learner knowledge, understanding, & interest
individualize instruction
evaluate & modify Responsive Learning Environment
designate areas for specific activities Tips for Physical Space remove furniture carpet areas
of the room use all surfaces COLOR! have different levels of materials Exploration growth Emotional Tips learn to be risk-takers trust self-confidence know & trust teacher Behavior
&
Classroom
Management Divergent thinking ability
excitability
sensitivity
perceptiveness
entelechy
spiritual sensitivity Behavior Unusual, original, and creative
"march to a different drummer"
negative: rebellion, inattentive, disorganization, socially inept High energy
long concentration
powerful emotion
class clown
extremely competitive
sensitivity high energy
long concentration for interests
powerful emotions
desire for risk taking
problems: inattentive to routine tasks, silliness, class clown, extreme competativeness faithfullness
justice
truth > feelings
intolerant of negative behaviors
practice what you preach
fear of being wrong
teacher helps with: compromise, negotiation, coping, and empathy. self-motivation
self-determination
high goals
personal courage
problems: unwilling to compromise, single mindedness, rebelliousness understand forgiveness, life & death, help others
never give up
strong ethics
problem-solving skills
autonomy
you CAN make a difference
1. Learn at their own pace
2. learn at their own level
3. assume responsibility for own learning Objectives clearly labeled Discipline models:
preventative
supportive
corrective make curriculum fun and useful
remain ultimate authority
create good rules with the class
good manners, "Golden rule" use signals and physical proximity when students need support
restructure work & help
use humor in tiresome lessons
request good behavior
reward good behavior stop/redirect misbehavior
use consequences
follow through consistently Grouping Strategies Full Inclusion
Consultant-teacher
Resource room
Interest Classes
Community Mentor
Independent Study
Special Classes
Special School
Magnet School
Summer Program
Acceleration
Advanced Placement
Early College
Dual Enrollment Article
Activity Assessment IEP Portfolio Self-Evaluation great passion
compassion (for others)
problem: withdraw themselves
auditory-sequential
-good listeners, step-by-step process, process info quickly, express themselves verbally.

visual-spacial
-good observers, holistic, images, struggle with word retrieval, think with emotions
-difficulty: risk-taking, accepting failure, panic when don't know answer Learning Styles Learning Style
Quiz Personality types
&
Peer Relations flexible
good sense of humor
not expecting perfection
helpful
make learning fun
use resources outside textbook
understand giftedness
do not pretend to know everything
"counselor" Teacher Role and Characteristics counseling needs of students "Unconditional"
Story Diversity in the Classroom Teacher must be aware of his/her thoughts/beliefs/awareness of the background of others. Heritage
vs. Standard English
Activity "Unconditional" ACTIVITY:
5-7 social communities
you fit in with. http://users.manchester.edu/Student/ENKahlenbeck2015/ProfWeb/website/index.htm Explanation
of Results http://www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm Behavior Improv "Counseling" partner activity understand differences, but see similarities to others
understand how to accept and give criticism
being tolerant of self/others
become aware of strengths & weaknesses
develop skills in cognitive & affective development
-physical layout of the class
-classroom rules/procedures
-how you would teach/manage the classroom Beginning Activity ENDING ACTIVITY Changes to your beginning activity plan?
-what?
-Why? Erika Kahlenbeck Presentation designed by: Amber Kent Kaley Bickel
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