Satisfactory, Good, Excellent, Superior?

Satisfactory, Good, Excellent, Superior?

Satisfactory, Good, Excellent, Superior?

Satisfactory, Good, Excellent, Superior?

The Power of Pedagogy

Alissa Royal K-12 Engineering Coordinator

Alex Eichel K-12 Humanities Coordinator

Anthony EscobedoMHS Math Teacher

Tiffany Griset MHS Library Media Specialist

Think about one of your favorite teachers. What did he/she do that made such am impact on you?

What similarities do you see in your favorite teachers?

What makes these teachers “STAR” teachers?

The Art & Science of Teaching

Science of Teaching – researched techniques for effective teaching

Art of Teaching – knowing when and with whom to use the techniques

Foundations of Brain Compatible Classrooms

Art Science

“Lots of homework is a sign of a rigorous curriculum.”

- Cathy Vatterott. Rethinking Homework

Strategy - Human Line Graph

Strategy – Folded Graphic Organizer

Setting the Climate FOR Thinking Teaching the Skills OF Thinking

Structuring the Interaction WITH Thinking

Thinking ABOUT ThinkingMetacognition

Standards for High

Achievement

FOR O

F

WITH ABOUT

increases willingness to read by 80%

Increases retention by 75%

Colo

r

Climate FOR Thinking

1. Learning enhanced by challenge & inhibited by threat

2. Emotions are critical to patterning

3. Learning involves both focused attention and peripheral perception

Ways to Set the Climate

Be aware of verbal & non-verbal behaviorsClassroom guidelinesRecognize emotional & moral intelligencesAsk high-level questionsProbe for depth in answersGroup students diverselyClassroom arrangement to topicCreate a rich environmentLearning stations for multiple ways to

learn

Take Some Time to Reflect: Climate FOR Thinking

Idea 1: Emotions rule the mind – they can take over reasoned thinking. Yet there needs to be some emotional hook to one’s thinking.

Idea 2: The sense of challenge is difficult to achieve. There is a fine line between challenge and engagement versus struggle and frustration.

Idea 3: Threatening situations are sensed by the entire body.

In the “Climate” quadrant on the left side of your IN, write a reflection about one of

these “Ideas.”

4. The brain has spatial memory system (implicit) & a set of systems for rote learning (explicit)

5. The brain processes parts & wholes simultaneously

Skills OF Thinking

Micro-skills

Mathematics

Problem solving

Computation

Number sense

Macro-skills

Problem Solving

mathematics

reading writing

vocabulary

organizing

paraphrasing

Technological skills

geography

Problem solving

Communication

innovating

Ways to Teach Skills- Part 1

MicroskillsCollaboration skillsThinking skillsAcademic content skills and conceptsTechnological skillsPerformance skillsMacroskillsProblem-solving skillsDecision-making skillsCommunication skillsResearch skillsWord-processing skillsInnovation skillsProduction skillsPerformance skills

Skill DevelopmentDirect instructionDevelopment of skill and contentTrainingEmbedded applicationPeak performanceFlow

Ways to Teach Skills- Part 2

Real World Micro- & Macro-skills

Brainstorm 3-5 ways students use micro-

or macroskills outside of the classroom.

Take Time to Reflect: Skills OF Thinking

In 10 words or less (can use symbols), come up with a way to remember what micro- and macroskills are?

Strategy: Multiple Intelligence Survey

6. Learning engages the entire physiology

7. The brain is a parallel processor

8. Learning is embedded in natural, social settings

9. Each brain is unique

Interaction WITH Thinking

Ways to Structure Interaction:

Cooperative structuresGraphic organizersMultiple intelligencesIntegrated curriculumPerformance tasksThematic unitsProblem based learningprojects/service learningCase studies

Strategy: Generating Options

What is one of the most challenging concepts for students to learn in your

subject?

Create a Menu of Presentation Options for this challenging concept that will

address the multiple intelligences and cover as many of micro- and

macroskills as possible.

Time to Reflect: Interaction WITH Thinking

Which concept is the hardest for students to learn in your content

area?

Use the “Chain of Events” to develop a plan for how you will teach that

concept to have the greatest impact on learning.

10.The search for meaning is innate

11.The search for meaning occurs through patterning

12.The learning always involves conscious & unconscious processing.

Thinking ABOUT Thinking

Ways to Promote & Teach Students to Think about Thinking:

Personal relevanceKnowledge constructionDeep understandingGeneralizationsEngagementCognitive mediationMetacognitive reflectionDirect applicationTransfer levels & enhancing transferTraditional assessmentsDynamic assessmentPerformance assessmentLearning logsMediated journals

Time to Reflect: Thinking about Thinking

Climate

SkillsInteractionMetacognition

0 62 4satisfactor

ysuperiorexcellentgood

Power of Pedagogy

“What would you do if you knew you could not fail?”

Write 2-3 specific instructional goals for this

year.

Resources

Fogarty, Robin. Brain-compatible classrooms. 3rd ed. Thousand Oaks, Calif.: Corwin Press, 2009. Print.

Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001. Print.

Marzano, Robert J.. The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, Va.: Association for Supervision and Curriculum Development, 2007. Print.