KNOWING THE MIDDLE YEARS LEARNER Tuesday, January 13.

Slides:

Advertisements

Similar presentations

Instructional Strategies for Engaging Learners Reading Center Training Theme: Connections to the Classroom Instructional Planning.

Advertisements

U.S. Classroom Observation Checklist

Course Design: The Basics Monica A. Devanas, Ph.D. Director, Faculty Development and Assessment Programs Center for Teaching Advancement and Assessment.

Nationellt Centrum för Matematikutbildning vid Göteborgs Universitet Teaching Math through Problem Solving 1 Teaching School Mathematics through Problem.

Teacher Librarians. Contact Information Mary Cameron Iowa Department of Education (515)

Visual Arts Lesson Planning Zoom in…Planning for action One lesson at a time.

Critical Thinking in Information Literacy Program Gabrielle Wong May 2010.

Writing Objectives General Education’s Great Expectations (GE)2 Tamara Rosier, Assistant Director of Assessment Julie Guevara, Assessment and Accreditation.

Lesson Planning. Types of Objectives Cognitive (Knowledge) Cognitive (Knowledge) Affective (Attitudes/Dispositions) Affective (Attitudes/Dispositions)

Critical Thinking Session 1 Deanna Hochstein Leslie Opp-Beckman University of Oregon.

Makes Sense Strategies

St Albans Secondary College

Writing Assignments On the small sheet of paper write down the most fun or funniest summer memory. On the lined sheet of paper write your name and date.

Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.

Planning for Assessments (Bloom’s Taxonomy) Taxonomy is a way to group things together.

What’s the Weather? Lorin Pontelandolfo Tools for Visualizing Information Final Project.

Presented by: Joseph Ginotti PLN Director

Online Course Development and Constructivist Teaching Strategies Susan M. Zvacek, Ph.D

Day 1: Knowing and Engaging the Learner Tuesday, July 17, 2012.

© 2007 Thomson Delmar Learning. All Rights Reserved. Planning for Developmentally Appropriate Curriculum Chapter 3.

“In years to come, your students may forget what you taught them

Inquiry and Investigation. What was the TOPIC? PROBLEM? CIVIC INQUIRY?

Recesso/Orrill, Integrating Technology into Teaching Chapter 5 A Guide for Integrating Technology.

Inquiry-based Learning Linking Teaching with Learning.

Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.

21st Century Literacies: The Challenge and The Opportunity As little as we know about the future for which we are preparing our students, it is clear that.

A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum. The Core Curriculum.

Plenary Session 7: Technologies and Principles of Learning in Support of Teaching Delwyn L. Harnisch University of Nebraska, Lincoln.

Learning Objective A statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in.

The 5e Instructional Model A Constructivist Approach to Education.

Bloom’s Taxonomy.

Year 1: Fall Workshop REVIEW OF PROGRESS.  Teams of teachers formed by grade level and subject  K-2, 3-5, 6-8, Math, Science, Social Studies,

Inquiry-Based Learning How It Looks, Sounds and Feels.

Develop Your Questioning Techniques Patty Blanton Assistant Editor The Physics Teacher Instructional coach for Modeling High School Physics, Physical Science,

Assessment Formats Charlotte Kotopoulous Regis University EDEL_450 Assessment of Learning.

SCHOOL 2.0 For the first time in history, we’re preparing kids for a future that we cannot clearly describe.

Sheltered Instruction: Making Content Comprehensible for ELLs London Middle School April 18, 2008.

The Learning Cycle as a Model for Science Teaching Reading Assignment Chapter 5 in Teaching Science to Every Child: Using Culture as a Starting Point.

M= Math in STEM College and Career Ready- Conference Summer, 2015.

Chapter 1 Integrating UBD and DI An Essential Partnership.

David Taylor Armstrong Atlantic State University Scenario-Based Learning Application to the Writing Classroom David Taylor Armstrong Atlantic State University.

Outcomes and Activities and Styles, Oh My! Developing Learning Outcomes to Create Learning Activities that Address Different Learning Styles Carla List-Handley.

Essential Questions "Given the amount of time we have to spend on this particular unit of study, what is the essence....what is essential for the learners.

UbD - Stage 2 Assessment Evidence. Our Big Idea Making Best Practices, Common Practice *create a variety of assessments, to be used throughout the lesson,

Teaching to Diversity in the Regular Classroom. Learners learn best when… “Engagement” (active processing) for learning happens when … Need for collaboration.

Mathematical Literacy Roland O’Daniel, Jo Ann Mosier KCTM October 2007.

The Teacher- Child Interaction Linking Developmentally Appropriate Practices to the Characteristics of Effective Instruction.

Classroom Management TUESDAY, MARCH Classroom Management Goals 

Observation System Kidderminster College January 2012.

Learning Objectives for Senior School Students. Failing to plan is planning to fail. / Psychology of Achievement /

Module II Creating Capacity for Learning and Equity in Schools: The Mode of Instructional Leadership Dr. Mary A. Hooper Creating Capacity for Learning.

Competency Based Learning and Project Based Learning

Inquiry-based learning and the discipline-based inquiry

Miss Mahon's Kindergarden Class

Project-based Learning and Web 2.0 Integration

Teaching and Learning with Technology

St Albans Secondary College

Questions and Questioning Strategies

85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”

ENGAGE -Turn and Talk Find your emoji match, introduce yourself and discuss... What’s happening? Where does water come from? What is the ratio of ice to.

Presented by: Joseph Ginotti PLN Director

Lesson Planning.

Exploring the Nature of Teaching and Learning

Objectives and Areas of Educational Psychology

It’s not just for science anymore

Welcome to the overview session for the Iowa Core Curriculum

Developing Questioning Skills

Designing Programs for Learners: Curriculum and Instruction

Teaching Science for Understanding

Assessment and Authentic Learning

Presentation transcript:

KNOWING THE MIDDLE YEARS LEARNER Tuesday, January 13

LEARNING CENTERS Explore a set of Science Learning Centers as a student. What are the strengths of learning centers for Middle Years Learners? What are the challenges of learning centers for Middle Years Learners?

Essential Elements of Middle School Learning 20% due Tuesday, January 20 Working individually or in teams of 2 or 3 1. Create a personal definition of Middle School and Middle School Learner. 2. Develop a list of essential elements for successful student learning in a Middle School. 3. Create a tool to guide your observations of the day to day activities of a Middle School and their effect on student motivation, engagement and learning. 4. Use your tool to analyze your school site; Which programs and practices are successfully supporting Middle School learners? In what areas do you see room for growth? What ideas do you have for your own teaching and learning practices?

LEARNING CENTERS Explore a set of Science Learning Centers as a teacher. What are the strengths of learning centers for the teacher (in terms of planning, teaching and learning, and assessment)? What are the challenges of learning centers for the teacher (in terms of planning, teaching and learning, and assessment)?

Essential Elements of Middle School Learning 20% due Tuesday, January 20 Working individually or in teams of 2 or 3 1. Create a personal definition of Middle School and Middle School Learner. 2. Develop a list of essential elements for successful student learning in a Middle School. 3. Create a tool to guide your observations of the day to day activities of a Middle School and their effect on student motivation, engagement and learning. 4. Use your tool to analyze your school site; Which programs and practices are successfully supporting Middle School learners? In what areas do you see room for growth? What ideas do you have for your own teaching and learning practices?

Planning? Teaching and learning? Assessment)?

BRAIN RESEARCH APPLIED TO MIDDLE SCHOOL David Sousa – “all information comes into the brain through sight, sound, smell, taste and touch” Wait time? Allowing students more time to think. Wolfe and Brandt – “create engaging and relevant learning experiences”, “repeat concepts and skills”, “in interaction rich environments, thinking ability and memory increase” The “Big Truths” – within the first 5 to 10 minutes of class, summarization and reflection activities at the end. Bloom’s Taxonomy – knowledge, comprehension, application, analysis, synthesis and evaluation.

SOCIAL STUDIES CENTERS 1. Select a grade level and specific learning outcome. 2. Review our “Characteristics of Middle Years Learners” as well as the ideas from Chapter 3, Brain Research Applied to Middle School. 3. Working as a team, design a set of centers in which students will learn about this outcome. 4. Consider; What is the learning intent? What will the students do? What will the teacher do? What planning is involved? What materials are needed? What are the strengths of your center? What are the challenges? How will you know if the students have been successful? 5. Prepare to share you center idea with the class.

1. What is the learning intent? 2. What will the students do? 3. What will the teacher do? 4. What planning is involved? 5. What materials are needed? 6. What are the strengths of your center? 7. What are the challenges? 8. How will you know if the students have been successful?

REFLECTION #1 DUE THURSDAY, JANUARY 15 What is important to you to learn about your students in the first days of school? How might you learn it?