If you ask me what to do about a kid being “off-task” (one of our favourite buzzwords) my first response is going to be, “what’s the task?” - Alfie Kohn EDUC 4464 – Methods Class Two – Section 8 September 12, 2007

Bell Work You have 5 minutes… 1) In your teaching ideas file under the sub- heading ‘Lesson Planning’ define the term Hook. 2) In a group talk about the best teacher you ever had

Where good teaching exists… (Venn Diagram) Cognitive Domain Analytic Intellectual Rational Reasoning Thinking Affective Domain Influence Inspire Impress Persuade Touch Good Teaching The Skills The Facts The social and the personal / emotional MOTIVATION TO LEARN (also results in a decrease in behavioural issues)

Kohlberg ‘exchange of favours’ ages 6-9 ‘ good boy – nice girl’ ages ‘law & order’ ages How students make sense of their world Junior / Intermediate Students – what motivates them Junior (Grades 4, 5) Intermediate (Grades 7, 8, 9 & 10) Junior (Grades 5, 6) Intermediate (Grades 9 & 10)

Back to being Proactive… Take what you know about student development and incorporate it in the planning for that age level. Example 1: History class, end of grade 10 students are most likely interacting with their world at a ‘formal operational’ level and most likely are making sense of the world from the ‘law and order’ perspective. -Critical thinking skills; Plan lengthy procedures; Consider more than one answer; no longer tied to the concrete but can now use symbols and verbal; think abstract; consider past, present and future - ‘law & order’ My students will work better if this lesson has a strong independent element which encourages them to form an argument If I accept a student not working, many will go off-task due to the equal treatment argument

Back to being Proactive… Take what you know about student development and incorporate it in the planning for that age level. Example 2: Math Class, beginning of grade 4 students are most likely interacting with their world at a ‘concrete operational’ level and most likely are making sense of the world from the ‘exchange of favours’ perspective. My students will work better if I chunk the directions. In order to have them check their answers, I have to motivate them so they see a positive from it. For example, perhaps they can plot their answers on graph paper to find the mystery picture. This invokes the ‘exchange of favours’ to off-set not liking to check conclusions. -Ability to order, classify, and consider several variables at once; Still need step- by-step instructions; Difficulty thinking about how they got to conclusion and don’t like to check conclusions -‘exchange of favours’

Maslow’s Hierarchy of Needs Self- actualization Esteem & Self- respect Belonging & Affection Safety & Security Physiological Hunger, thirst, breathing Protection from injury, pain, temperature Love, warmth, affection Feeling adequate, competent, worthy, appreciated, & accepted Self-fulfillment by using one’s talents and potential Before a level can be met, the lower level must first be met. Affective Domain working on the Cognitive

Junior-Aged Student Development PHYSICAL (psychomotor) SOCIAL/EMOTIONAL (affective) COGNITIVE (thinking) * growth rate slower * hand / eye co- ordination well- developed * wrist bones developed * still building nerve pathways * often hungry * boys developing better overall co- ordination see and respect other’s point of view greater responsibility to persevere enthusiastic, moody at times learns about self through peer interactions more sharing & co- operation * begin to challenge authority * able to sort, classify ideas * able to focus, sustain thought * still need concrete references * notion of time, space * can use graphs/forms * can reason * can make & carry out plans * able to think about different dimensions

Intermediate-Aged Student Development PHYSICAL (psychomotor) SOCIAL/EMOTIONAL (affective) COGNITIVE (thinking) * extremely rapid growth second only to infancy * awkward, ungainly as bones lengthen and body shape changes * influence of hormones resulting changes * changes in appetite, energy and sleep patterns * anger and aggressive outbursts are more common in early adolescents * dominant fears are related to social situations * affection becomes more intense - friends, pets, family * autonomy becomes a major need * increased questioning of values, attitudes, ideas * preoccupation with self * changeable, erratic in taking intellectual positions * preference for group work * increased selectivity about likes / dislikes

Application: Discuss- 1) effect of area on the students 2) considerations due to this area for teaching learners of this age in the classroom. Group 1Physical GrowthJunior Group 2Social relationshipsJunior Group 3Parents & other adultsJunior Group 4 Television, media & video games Junior Group 5Trends & FadsJunior Group 6Physical GrowthIntermediate Group 7Social relationshipsIntermediate Group 8Parents & other adultsIntermediate Group 9 Television, media & video games Intermediate Group 10Trends & FadsIntermediate

Application Time to go outside I am locking the classroom

In your teaching ideas file, under ‘Rapport Building’ copy: Icebreaker – activities which acquaint groups to get to know one another in a non-threatening, low risk manner. These can be used with students on the first day of class, at your school’s open house, if you have parents in your classroom, when you are in charge of a meeting where people do not know each other, or even at a staff meeting to add some variety. They are a great way to build group cohesion in the classroom, while building rapport between yourself and students. Further, if the ice breaker is active, it expels excess energy and provides a break. It therefore helps with classroom management. (Remember: ‘Cut and Paste’ is an option!)