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August 2012 180 Degrees S. Woodcock

New Facilitator Professional Development
by

Akasha Stacey Woodcock

on 6 January 2016

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Transcript of August 2012 180 Degrees S. Woodcock

Stacey Woodcock,
Curriculum Consultant &
Professional Development Trainer
to 180 Degrees Facilitators in the Bay Area

GUIDED WELLNESS PAUSE #2
SOURCE: Creating the Peaceable Classroom, A 21st Century Wellness Guide for Teachers, Students and Parents by Sandy Bothmer

Relaxation/Tension Releaser: Facial Stretches p. 61
10 minute break

followed by
GUIDED WELLNESS PAUSE #1
SOURCE: Creating the Peaceable Classroom, A 21st Century
Wellness Guide for Teachers, Students and Parents by Sandy Bothmer

Relaxation/Tension Releaser: Forehead Stretch, p. 61

Why? For body awareness and self-care, to create calm
Students are used to resisting textbooks.
"This is boring!" often means "This is hard."
Next time students groan when you ask them to open their books, imagine that groan means: "I don't know how to make meaning out of these symbols. I don't understand how this is relevant to me. Please help me. Please make learning fun for me!"
Support students in making meaning of Informational Text by analyzing text structure - headings, bold words, subtitles.
Present the handbook positively - you won't use it everyday - frame it as a "treat" when you do. Read small chunks at a time.
Have students act out scenarios from the book.
Today's Agenda
2:00 pm - 5:00 pm
Self as Super Hero / The Hero's Journey (30 mins)
Learning Objectives (10 mins)
Classroom Management (40 mins)
Matters of the Heart Activity (25 mins)
10 minute Break / Guided Wellness Pause #1 (10 + 2 mins)
Metacognition / Reading Strategies (25 mins)
Standards Alignment (10 mins)
Guided Wellness Pause #2 (3 mins)
Wiki Site / Homework: Wiki Scavenger Hunt (10 mins)
Reflection / Feedback (10 mins)
Hand in: Green Facilitator Survey & Feedback
Feedback
Half sheet of white paper:
What you enjoyed
What specifically you will take to the classroom
Suggestions for improvement

Please make sure to turn in:
-Facilitator Questionnaire (green)
-Feedback (half sheet)

Enjoy the Wiki tonight!
Greetings!
Please complete the green
Facilitator Questionnaire. Thanks.

Learning Objectives
for this session
What? Gain lessons, teaching strategies and resources that enhance the 180° curriculum, with emphasis on self-awareness, literacy and classroom management
Why? To begin your year as a 180° Facilitator with momentum, clarity and purpose; to hear from a classroom teacher
How? Participate by drawing, writing, reading, thinking & discussing
Assign daily warm up and wrap up tasks related to the Learning Objective.
Start of class: Activate prior knowledge (e.g. respond to a quote from the chapter)
End of class: Reflect on learning - "TICKET OUT THE DOOR" / "EXIT SLIP"
What?
(the content, learning goals, skills, concepts for the lesson – might stay the same for a week).
What did I learn?
Why?
(real-life relevance in kid-friendly language).
Why is this important/valuable for me to learn?
How?
(your agenda on the board, names of specific activities)
How did I learn it? How do I know I learned it? How do I show I understand it? How do I use it? (students choose one, and use metacognition to think about their learning)
Learning Objectives
Chapter 2: Know Thyself, p. 10
Thinking about Thinking
Draw it! Draw to make abstract ideas concrete…
When students seem unfocused, raise your hand and ask, “Who’s spacing out?”
Then when they raise their hands, point out that they are using metacognition: "
Wow! Check out your metacognition skills!”
Compliment them for NOTICING that they were spacing out.
Make it safe to be a learner.
Metacognition
Metacognition & Perspectives…
Optical Illusions (Ch. 3, p. 33)
DRAW to make abstract ideas concrete
& to check for understanding


Put a star next to ideas you want to remember.

Put a question mark next to ideas you are unsure about.

Write 2 under-the-surface (open ended) questions in the margins:
Why / How / Could / Would / Should / What if…?
Reading for a purpose
What's
beneath
the
surface?
Return to the image / ideas of yourself as a Super Hero.

As my peace teacher James O'Dea says, "Look for the best in people and call it out in them." Our students are also on their Hero's Journey.

Use your super hero qualities to personalize the program in your own special way.

Teaching / Social Healing require both inner and outer work.
... Make self-care and your own personal development a priority so you can truly model the 180 Degrees journey. Stay inspired!
Lifelong Learners & Heroes

Draw: Visualize the heroic, courageous and leadership qualities within yourself. Draw yourself as the Super Hero that you are. Try: stick figures/abstract drawings/symbolic images or literal drawings (this is not about comparing artistic talent).
Self As Super Hero
Curriculum By
Amana Harris,
Director of the Attitudinal Healing Connection, Inc.
Oakland, CA

Groups of 3 - Decide who will read A, B, C (below).
Mark up the text with the coding strategy.
Share/discuss what you each read.
A. "Students Want to Learn Behavior"
(Conscious Classroom Management, Rick Smith, www.consciousteaching.com)
B. "Saying 'No'" (also Rick Smith)
C. "Removing Student to Time Out" (Teaching With Love & Logic, Fay & Funk) and "Discipline" (Steve Hein)

GROUPS: Come up with a single sentence summary of your discussion (a statement or a question), to share with the large group.
Teach Listening/Speaking
Teaching procedures is probably the number one way teachers can exercise the
muscle of inner authority (Rick Smith, Conscious Classroom Management).
Examples:
Attention-getting device (bell, clap, rainstick, phrase, etc.)
How to choose a partner
How to begin class
How to spend the last minute of class
Brainstorm together: Looks Like / Sounds Like / Feels Like (body awareness)
Teach, model and practice any procedure you want the kids to learn, any activity
you are about to start which requires certain behaviors.
Keep a sense of humor - make it fun.
PROCEDURES + ROUTINES = STRUCTURE
Proactive Classroom Management:
Teaching Procedures
While I read,
imagine being
a student asked
to underline
or highlight
key ideas from
the text.
"The House"
What was missing from the instructions to highlight key points?
READING FOR A PURPOSE
Which details would be important to a robber?
Which details would be important to a homebuyer?
How does this activity connect to our students' experiences with reading in class?
Working with the Student Handbook
Ch. 10, Page 112-118 in the Student Handbook
Don't wait until Ch. 10 to teach communication skills!
Role-play examples & non-examples, create posters. Practice procedures often!
Brainstorm: Looks like / Sounds like / Feels like (body awareness)
Conscious/Active Listening
(emphasis in Ch.10)
3 parts of Active Listening = Listening with my eyes, ears, and heart.
3 steps of Active Listening = 1. I’m not talking. 2. My hands and body are quiet. 3. My eyes are on the person speaking.
Conscious Speaking/Language
(lacking in handbook -
see Idea Wave handout - on Wiki, under Ch. 10)
?
Coding strategy
Start of year activity for dealing with put-downs
Supplies needed: 1 poster paper per class, 2 colored markers,
Matters of the Heart story, 1 brave volunteer
Matters of the Heart
Don’t scar my heart!
Classroom Management
The Hero's Journey (yours & mine!)
... By Joseph Campbell
How...?

Have clear goals for their reading
Look over the text before reading
Activate prior knowledge
Make predictions
Use meaning and expect the text to make sense
Understand whether or not comprehension is occurring
Makes connections: text to self, text to text, text to world
Create visual images
Uses text features (pictures, headings, boldface type)
Draw inferences, conclusions
Ask questions as they read
Read different kinds of texts, differently:
– In narrative, attend to characters and plot
– In expository, construct and revise summaries
Skim and scan to recheck information
Can locate information
Adjust rate to match the demands of the text
Identify important ideas and words
Consciously shift strategies: retell, summarize, synthesize
Use a variety of fix-up strategies:
– Read on
– Backtrack
– Seek context clues
– Make substitutions
– Look at word parts: beginnings, endings, chunks
© Linda Hoyt, adapted from the work of Pearson, Duke (1999)
Skillful
Readers...
Follow your bliss!
Write: Where have you shown courage? How might you use the Hero's Journey to motivate your students (and yourself)?
Choice: Draw or Write / Think-Pair-Share
*Practice Rainstick
Next:
to the Wiki
GROUPS: Come up with a single sentence summary of your discussion (a statement or a question), to share with the large group.
From Cris Tovani's
I Read It, But I Don't Get It
Idea Wave source:
Kate Kinsella
Full transcript