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The Analytic Process
Transcript of The Analytic Process
Who are they?
The Analytic Teacher
Levels of Analysis
Purpose: Help students set personal educational goals
The Analytic Process & Multiple Intelligences
How do they fit together?
The Analytic Process
Teacher Objectives &
Student Learning Objectives
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
Activities are individualized: student-choice, student-teacher communication, student discovery (Gipe, 2014)
Students use their preferred intelligences
Analytic teaching = differentiated instruction
Students' preferred intelligences is an
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.
"To teach... [specify content standard]"
"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
Teachers must focus on the following:
Needs of the learners
Learning profile (gender, culture, intelligences, learning styles)
Two types of teaching techniques
Questions to guide learning
Assessment & evaluation during lesson
Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12
by Joan P. Gipe (Eighth Edition, 2014)