Transcript: Self-directed learning Experiential learning Narrative Learning Provide a sense of self-esteem Adults are less tolerable for bad classroom training and poorly constructed learning experiences. Adult Learning Principles Adults look for practicality of content. Adults seek out learning that has meaning for them. Adults have a need to be self-directed in the learning process. Best Practices for Online Teaching Be present at course site- posting and forums Create supportive online community Set clear expectations Use a variety of large and small groups- ind. work experience ask for feedback/suggestions Prepare discussion points,invite questions Combine core concepts with customized concepts Plan a good wrap up activity Let's take a minute to watch this video by Allan Cadall and Associates They judge the value of learning by relevance They bring Life-long experiences to the classroom Often have strong values and may have to challenge those values Often looking for knowledge needed for their career. Best Pratices for Teaching Adult Learners References https://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/tips.html www.designingforlearning.info/services/writing/ecoach.tenbest.html Goddu, K. (2012). Meeting the CHALLENGE: Teaching strategies for adult learners. Kappa Delta Pi Record, 48(4), 169-173. doi:10.1080/00228958.2012.734004 O'Toole, S., & Essex, B. (2012). The adult learner may really be a neglected species. Australian Journal Of Adult Learning, 52(1), 183-191. More likely to voice their opinion What Influences Adult Learners? How are they motivated? Challenges
Transcript: Characteristics of Learners Characteristics of Learning to Read Best Practices for Teaching Adult Literacy Language Learners Best Practices 1. Have prior experience in school. 2. Have experience in study skills and organization. 3. Learn from print (Brod 1999). 4. Can break words down into individual phonemes. 5. "Experienced readers are highly skilled word readers regardless of context" (Wallace 2007). 6. Tend to be visually oriented. Non-Literate Learners May not have prior experience (Strube et al 2007). May need explicit instruction in study skills and organization (Croydon 2005; Williams & Chapman 2007). Learn from doing and watching (Brod 1999; Strube et al 2007; Williams & Chapman 2007). Can not break down words into individual phonemes (Tarone & Bigelow 2011; Kurvers et al 2006; McShane 2005) Highly dependent on context (Wallace 2007) Tend to be aurally oriented. Literate Learners
Transcript: Children need to accomplish Sensory -Motor integration which is an aspect of healthy brain development. Assessing Goals Challenges Autistic ADD ADHD Proprioceptive Dysfunction: having trouble understanding input coming from muscles and joints Vestibular Dysfunction: Child is over-responsive to sensations received through the balance system Tactile Dysfunction: over-responsive to touch experiences Hopeful Teaching Set clear reachable short term goals for each student Make everything relevant to the child, interest=motivation, attention, and understanding Both sense and meaning need to be present to retain in the long term memory In preparation focus on students needs Support culture and gender Make sure the child is " Ready" Have a flexible classroom Teaching Food For Thought "The brain is more interested in surviving than in getting good grades in school" (Brain Rules pg.157) "Pressuring children to learn a subject before their brains are ready is only harmful."(pg.158) For children's brains can attend to cognitive learning they must feel: Physically Safe and Emotionally secure Negative emotions shut down cognitive processing and enhances our memory of the negative event in order to support survival. Children form new connections and break off existing ones, a property known as neuroplastisity. Pressure can extinguish curiosity. Understanding Therapies Activities to do everyday That use the right and left side of the brain. Also enourage creative play! ~Balance Act ~Pressure Receptors ~Have rhythmic, harmonious, non-competive movement activities ~Move gently and slow As the teacher you should be relaxed, and teach in a loving way, slow down and focus on being in the present moment. Use Brain Gym: "movement form neurological pathyways that are later used for reading,writing, spelling, mathematics, focusing of attention and creative thinking."(Susan R Johnson Healing Our Children with Attentional, Emotional, and learning challenges.) "Sit down therapies" Are usually used for these kind of children. But movement therapy changes everything! Home :too much screen time Pressure to perform by...parents and teachers Or pressure to grow faster than brain development Is the child stressed at home or in the classroom? Does the child have poor body integration? Can the child retrieve information learned? "Effective use of formative assessment should build student competence, thus reducing stress in more summative settings and increasing performance on summative measures." (Carol Tomlinson, Differentiation and the Brain ) Assessment should require use of executive function, especially during the years when EF is developing in the brain. (Carol Tomlinson) Assessments tasks should clearly match the learning goals that were clearly defined throughout the learning process. (Carol Timlinson.) Assess daily or several times a day during lessons How can the child learn with so many challenges to face at once in the classroom?
Transcript: Video-sharing website where you can upload, share, and view videos for free. Created in 2005 6th most visited site on the web. 70 million videos are viewed daily. We spend around 2.9 billion hours on YouTube in a month – over 325,000 years. Use Youtube to capture your student's attention! Increase higher level and critical thinking skills. Facilitates and reinforces the learning of material. Improves digital media literacy and web navigation skills. Global social connections are formed through outreach. Free and easy! & There is NO need for special software. Here is how I use it. Videos Screencasts Unfortunately! There is a risk of copyright violations. It is possible to access inaccurate and unreliable information. Everyone has access and can, therefore post “anything.” There are potential privacy invasion issues. Awesome YouTube Facts and Figures | Jeffbullas’s Blog. (n.d.). Jeffbullas.com. Retrieved from http://www.jeffbullas.com/2011/05/09/50-awesome-youtube-facts-and-figures/ YouTube Facts: 10 Things You May Not Have Known. (n.d.). Mashable Business. Retrieved from http://mashable.com/2011/02/19/youtube-facts/ Learning!
Transcript: huddle Mrs. Rossi huddle to crowd together crowd huddle separate
Transcript: Best Practices for Teaching • Goal Setting and Reflection • Checking for Understanding Feedback • Assessments •Teacher collaboration Data Driven Common Assessments • Content Knowledge Instructional Delivery Model Lessons Aligned with POS and pacing guides • Engagement •Arrangement of Classroom Displays Tools • Safe and Positive Environment Procedures and Routines • Relationships Strategies Create a Student-Centered Learning Environment Plan and Teach for Student Learning Assess Student Learning Implications • Find relevance in what they are learning • Develop a love of learning • Understand themselves and those around them; • Demonstrate talents they bring with them to school • Develop new, necessary skills to be successful What it looks like • Project materials and books are numerous. • Students are engaged and focused on their work. • Teachers often use authentic tasks • Seating arrangements are clustered • Classrooms are activity-based • Teachers are actively engaged with students • There is purposeful movement Best Practices for teaching interject rigor into the curriculum by developing thinking and problem-solving skills through integration and active learning.
Transcript: ReFerences Life Management Topics for the Direct Instruction Model In the New American Lecture Model, connections are made to previous learning; a means of recording information, active participation, periodic thinking reviews, and activities for synthesis and reflection are all incorporated (Silver, Strong, and Perini, 2007). The Guided Discovery Model may be more expedient for teaching the intricacies of a concept than the New American Lecture model because the use of examples and non-examples build deeper understanding of the concept, and the teacher would have more control over the direction of discussion than with the New American Lecture Model. When comparing to the Concept Attainment Model, I recommend the Guided Discovery Model for Life Management Subjects. GDM offers some of the same benefits as CAM, such as encouraging critical thinking and deepening understanding of concepts, but is more adaptable to Life Management topics. In CAM students are given examples and non-examples and they come up with the concept; in GDM students are clued into the concept first and then given examples/non-examples to build understanding of the concept. I see this as more useful in LM topics, which tend to be more skill-based than concept-based. Eggen and Kauchak (2012) describe the Scientific Method as "a pattern of thinking that emphasizes asking questions, developing hypotheses to answer the questions, and testing the hypotheses with data” (p. 171). Since most Life Management topics are skills-based (cooking, sewing, and childcare, the Scientific Method Model is not especially applicable. The Guided Discovery Model could be adapted to skills-based curriculum much more easily; for example, actual examples of food or sewing products or toys for toy safety could be used as examples/non-examples. Compared to the Scientific Method Model Eggen, P. and Kauchak, D. (2012). Strategies and models for teachers: Teaching content and critical thinking skills (Custom edition for Marygrove College, taken from 6th ed). Boston: Pearson. Silver, H.F., Strong, R.W., and Perini, M.J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Upper Saddle River, NJ: Pearson. Examples of Life Management Topics for the Guided Discovery Model In Conclusion... The Guided Discovery Model is a better choice for Life Management topics where a concept is being taught to students because it encourages critical thinking, helps students connect to prior knowledge, and deepens understanding about the concept; it is better than the Concept Attainment Model for Life Management topics because it offers more initial direction than CAM. The Scientific Method model has quite limited applications in LM. The New American Lecture and Direct Instruction are useful models for LM topics, as well, but less suited for concept teaching than the Guided Discovery Model. Best Teaching Models for Life Management Choosing a Teaching Model The Direct Instruction Model is based on " effective modeling, emerging independence, learning by questioning, and ongoing assessment" (Silver, Strong, and Perini, 2007, p. 38). In this model, the teacher breaks skills into steps, demonstrates doing the steps, leads students through doing the steps, has students visualize themselves doing the steps, has students practice, gives more examples to practice, and ties the skill to a performance task. For most Life Management topics, DIM is very effective. When trying to get students to understand the intricacies of a concept, however, the Guided Discovery Model could be very useful. Nutrition Topics: Differences between healthy/unhealthy foods; USDA and FDA characteristics; serving size vs. portion size; recommended daily allowances and MyPlate recommendations; functions of nutrient groups Consumer Education Topics: store types; consumer decision making; budgeting; consumer vocabulary - sale, bargain, discount; comparison shopping Childcare: What makes toys safe for different ages; what makes a good babysitter, what makes a reliable/responsible employee Compared to the New American Lecture Model The Direct Instruction Model lends itself very naturally to skills instruction. In Life Management, this model would be very effective for cooking skills, recipe reading, sewing skills, tablesetting, and budgeting. Compared to the Direct Instruction Model
Transcript: time per slide is important don't make it just another lecture use points to prompt, illustrate, summarize, etc. don't use points as to something that you can read Let's have practice! 3 steps introduction lecture conclusion focus attention use visuals and colors to attract attention include mnemonics and reinforcers use a pattern such as point - example Control your environment Using Images limit your words to 6 per line be concise use a combination of upper and lower case letters information flow one last point LARGE text is better limit points per page color combinations lighting destructions comfort a helpful tool presentation software package multimedia capable the best or worst thing for your students provides ease of information organization easy to share, store and modify information makes use of multimedia can be interactive presenting pre - recorded audio information YOU can control the flow of information What is powerpoint? Using Text Wisely General Guidelines More Text Guidelines The Bottom Line Using Powerpoint for Effective Teaching limit to 1 per slide when appropriate don't forget to use the background color combinations are still important size matters Why should I use powerpoint? Putting powerpoint into practice technology doesn't make effective teaching, but effective teaching can make use of technology powerpoint can be that technology but if you're not in control, powerpoint is. So use educated design to yield an educated design
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