Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

The Analytic Process

No description
by

Allyson Kline

on 16 May 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The Analytic Process

Analytic Teaching
Who are they?
The Analytic Teacher
Levels of Analysis
Non-Directive Teaching
Purpose: Help students set personal educational goals
The Analytic Process & Multiple Intelligences
How do they fit together?
Presented by:
Allyson Kline

The Analytic Process
Direct Instruction
Teacher Objectives &
Student Learning Objectives
Learning Activities
They run a democratic classroom
Their students become critical thinkers, question their world, consider diverse perspectives, and understand multiple cultures
They reflect on their practice
They design instruction to students' individual needs
is teaching for democracy
Based in assessing learners as individuals
Values diversity
Activities are individualized: student-choice, student-teacher communication, student discovery (Gipe, 2014)
Students use their preferred intelligences
Differentiated instruction
Analytic teaching = differentiated instruction
Students' preferred intelligences is an
entry point
to engage learners in a literacy task (Gipe, 2014)
Focusing on Multiple Intelligences welcomes diversity in the analytic classroom
Students learn according to their intelligence, which ultimately increases their motivation as they utilize more than one learning style
Level 1: Determining Lack of Success in Literacy
Level 2: Determining the Domain(s) in Which Difficulty Occurs
Level 3: Determining the Area(s) Within The Domain(s)
These levels help the teacher answer the question,
"What strategies and lessons shouId I plan to help my students? (Gipe, 2014, p.26).

Analysis should follow observation of students' literacy behaviors.

Teachers must recognize the results of this analysis may be imprecise or partial; thus, it is important to continuously adapt to the students' needs.
Oral & Written Language; Word Recognition; Reading Comprehension; Expository Text Reading; Physical, Psychological, & Environmental Factors
The Nondirective Interview Phases:
Phase 1: Defining the helping situation
Phase 2: Exploring the problem
Phase 3: Insight
Phase 4: Planning and Decision Making
Phase 5: Integration
Purpose: Help learners by modeling
The Direct Instruction Process:
Step 1: Orientation or overview (of purpose)
Step 2: Direct Instruction/modeling
Step 3: Structured Practice
Step 4: Guided Practice
Step 5: Independent Practice
Step 6: Evaluation Activity
Teacher should state objectives from both teacher and student perspectives.
Teacher Objectives
"To teach... [specify content standard]"
Student Objectives
"Upon completion of this lesson, students will be able to...[reflect on student performance through the lesson's assessment]"
3 Components to include:
the condition (setting/context)
the observable behavior
the criterion
Teachers must focus on the following:
Needs of the learners
Readiness
Interest
Learning profile (gender, culture, intelligences, learning styles)
Two types of teaching techniques
Didactic/deductive teaching
Discovery/inductive teaching
Questions to guide learning
Problem solving
Facilitating
Assessment & evaluation during lesson
Based on
Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12
by Joan P. Gipe (Eighth Edition, 2014)
Full transcript