we will use these items later in the evening.krowlands/content/sed525en/weekly... · academic...

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Week 2Reflective Practice

Learner-centered ClassroomsResearch based Best PracticeResearch-based Best Practice

Instructional Planning and Foldables

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Choose materials for foldables.◦One letter-sized file folder◦ 6 full sheets of colored paper◦ 1 half sheet of colored paper◦ A frame strip◦ A Teacher-Responsibility-Student Responsibility cut out

We will use these items later in the evening.

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In the next five minutes, write about your experience during the first class. What did you notice? What did you learn? What questions do you have? This is informal writing, but it will be collected.

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Hand in Syllabus Response, Ideology Chart and ReflectionStudent LettersReflective PracticeBridging English Chapters 1 & 2Bridging English Chapters 1 & 2What ARE the “English/ language arts”?Best Practice ClassroomsLearner-Centered InstructionFoldables

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Use Sticky Notes to Track Key Ideas AS You Encounter Them!

What did you learn? ◦ Share your list of things you learned with a partner.◦ Together decide on one really GOODTogether, decide on one really GOOD piece of advice leading to success in this class.

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Reflective Practice

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Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.

-Peter F. Drucker

•What did you learn from this process of reflection?

•How might this learning influence your work in this class?

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Academic Language

• What are you capable of thinking of now that you might not have been able to without this language?

• How does new vocabulary encourage• How does new vocabulary encourage conceptual change?

• How might this “academic language” begin to inform your instructional decisions?

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Academic Language and PACT Rubric

• Level 3 and Level 4 descriptors• The goal: a DEEP understanding of the

terms:Id l– Ideology

– Epistemology– Pedagogy

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•Independent work•Collaboration with partner•Guided instruction

A combination of instructional l t th t

Think about what we did…and HOW we did it.

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Guided instruction•Focus lesson (a.k.a mini lesson)

elements that is proven effective

Reflective Practice

Effective teachers…need more than busy classes; they need basic tenets, a core of beliefs about learning, language, and literature to shape activity into engaging

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literature, to shape activity into engaging, purposive, and effective learning.

Joe and Lucy MilnerBridging English (6)

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“Conceptual Scheme” (7)

• Core beliefs• Anchoring ideas• Basic axioms

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• Operating principles• Ideology: acknowledges and works within

the power relationships in every classroom

Key Questions

• How do your core beliefs align with research-based best practices?

• How does your ideology inform your understandings of English content to be

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g g“known” (epistemology)?

• How might ideology inform your understanding of how that content can and should be taught (your pedagogy; your pedagogical content knowledge)?

Becoming an “Above Average” Teacher

“…quality teachers employ analysis and reflection to critique the educational theories and methods that are enacted in classroom practice, explore multiple perspectives to

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evaluate content, and transform the results of their explorations into judgments, action, and change (Skidmore College, Critical Inquiry Report, 2005).In other words, they perform critical inquiry” (3).

Donna Pasternak and Tom Scott. “Quality Teachers, Critical Teachers: Engaging the Profession.” English Leadership Quarterly. 29.3 (2007): 1-6.

“Effective teaching is quite different from the teaching that is typically found in most classrooms.”

Allen Odden and Carolyn KelleyPaying Teachers for What they Know and Do (2002)

“Having an above average teacher for five years running can completely close the average gap between low-g g pincome students and others.”

John Kain and Eric Hanushek

Struggling Teachers

“What was characteristic …was their unwillingness or inability to take a critical stance toward their own practice, to interrogate their own beliefs or educational choices. Rather, they tended to self-

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justify and place blame elsewhere—on students, parents, the community, or any other convenient patsy. Until they adopted a critical, reflective stance toward their practice…they could never grow into independent, contributing members of the department” (4).

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Q & Q from chapter 1Q & Q from chapter 2 pp. 15-20

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What did you gain as a reader by identifying interesting quotations?What did you gain as a reader by articulating your questions?What did I gain as a teacher with this activity? What has this activity taught you about writing? About teaching?Writing to THINK and LEARN: a research-based best practice

What challenges does this book pose?How can you use this book productively?Web site:Web site: http://www.prenhall.com/milner

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A Student-centered, Interactive Note-taking/ Learning Strategy

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Google “foldables”Check out Web site linklink.

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A Lap Book™ is a file folder folded a special way. Inside, students glue booklets they have made called Foldables.Foldables are folded pieces of paper which provide space for drawings, graphs, diagrams and written work. L B k ™ idLap Books™ provide:◦ motivation for reluctant learners ◦ easily stored projects◦ an outlet for highly creative students ◦ remarkably high subject matter retention ◦ a review tool for students ◦ an evaluation tool for teachers

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THEIR language used to summarize key conceptsInteractive, manipulativeHandy reference toolHandy reference toolFormative assessment tool

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To create an organizational “lapbook” to help you with unit planning (for this class and forever)forever)To model the instructional benefits and possibilities of foldables

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Open out your file folder so it is flat with the inside facing you.Fold the left side in, so it meets the center of the folder.t e o deFold the right side in so it meets the center of the folder and “fits” the left side.Put your name on the folder tab.

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Hot dog fold, leaving about 1 ½ inches at the bottom.Trim ¾ inch from the bottom. Label bottom flap: Best Practicesflap: Best Practices. Adopted from Zelmema, Daniels, and Hyde, 1993.Hamburger fold.Hamburger fold again.

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Cut along fold lines on short side of fold to mountain top.

Label flap # 1◦ Collaborative

Label flap # 3◦ Student centered◦ Democratic

Label flap # 5A h i◦ Social

Label flap # 2◦ Experiential◦ Reflective

◦ Authentic◦ Holistic◦ Developmental◦ Challenging

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Take notes as appropriate under each flap. Add notes from your reading if you wish.

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Use foldables with students to avoid this!

Research-based Practices in English/Language Arts

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TRANSMISSION MODEL

Emphasis on Teaching◦ Direct teaching◦ Teacher-centered

Behaviorist Model◦ Habit formation◦ Error avoidance

TRANSACTIONAL/ INQUIRY MODEL

Emphasis on Learning◦ Teacher as facilitator◦ Learner-centeredCognitive, social model◦ Complex processes◦ Peer interaction◦ Errors essential for

lLearning builds from simple to complex skills

Risk-taking devalued

Learning is sequential

Ability to reproduce a predetermined correct response

learningSmaller parts make sense in context of the wholeRisk taking essentialLearning is developmental and self-pacedAbility to apply knowledge, to think in novel ways and use variety of strategies across a wide range of contexts

Collaborative SocialAuthenticHolisticDevelopmental

Student-centeredDemocraticExperientialReflective

DevelopmentalChallenging

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What do these words MEAN? What do they look like in classrooms?

As you read Milner and Milner, think about the activities described. Where do they fit?

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Constructivist learningAuthentic discussionWriting to learnWriting to shareNegotiated meaningsStudent language at the center of student learningStudent language at the center of student learning

Students learn more effectively … when they can learn with each other instead of against each other or apart

from each other.Punished By Rewards

-Alfie Kohn

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InquiryScaffoldingZone of Proximal DevelopmentBloom’s TaxonomyyAge AppropriateDifferentiated“How differently would you teach if your students did not HAVE to come

to class?”-James Moffett

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Differentiated instructionGradual release of responsibilityStudent choice

“Get students off teacher welfare!”Get students off teacher welfare!-Donald Graves

“A teacher is one who makes himself progressively unnecessary.”

--Thomas Carruthers

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Active learningWriting to think and learn (e.g. learning logs)Self-assessments

“Who is doing the intellectual work?”“What am I trying to teach here?”

“My brain, your brain…”“Ask three, then ask me…”

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Students learn skills and knowledge in multiple lesson types Teachers integrate test preparation into instruction. Teachers make connections across classTeachers make connections across class work, curriculum, grade levels, and life. Students learn strategies for doing the work. Students are expected to generate ideas and knowledge beyond the lesson. Classrooms foster cognitive collaboration.

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How big is your toolbox?How many active learning/teachinglearning/teaching strategies do YOU know?

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Quick Copies Read Introduction

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Effective Planning and Unit Effective Planning and Unit Design Lap BookDesign Lap BookA Student-centered, Interactive Note-taking/ Learning Strategy

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# 1: Best Practices# 1: Best Practices

Hot dog fold, leaving about 1 ½ inches at the bottom.Trim ¾ inch from the bottom Label bottom flap:

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bottom. Label bottom flap: Best Practices. Adopted from Zelmema, Daniels, and Hyde, 1993.Hamburger fold.Hamburger fold again.

Foldable #2Foldable #2

Take one sheet of colored paper and do a taco fold.Trim extra paper.

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Foldable 2Foldable 2

Label the outside triangle flaps as follows:◦ Focus Lesson (aka “mini lesson”)◦ Guided Instruction◦ Collaborative Work◦ Independent Work

Paste a “Gradual Release of Responsibility” diagram in the center

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For Instructional PlanningFor Instructional Planning

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# 2: Best Practices con’t.# 2: Best Practices con’t.

Cut along fold lines on short side of fold to mountain top.

Label flap # 1◦ Student centered

Label flap # 3◦ Collaborative◦ Social

L b l fl # 4

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◦ Student centered◦ Democratic

Label flap # 2◦ Experiential◦ Reflective

Label flap # 4◦ Authentic◦ Holistic◦ Developmental◦ Challenging

Take notes on pedagogical specifics under the appropriate flap as we discuss each of these terms.

#3 Backwards Planning Foldable#3 Backwards Planning Foldable

Fold a piece of 8 ½” x 11” paper in half horizontally (like a hamburger).Fold it in half again horizontally (like a hamburger).Unfold the paper (just once so that it

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Unfold the paper (just once so that it is still folded in half) and cut up (along the edge of the paper at the center where you can see the crease) to the mountain top.Open flat, lift the left-hand tab. Cut the tab off at the top fold line.


Label front as per diagram.

Note: #2 is written upside down on purpose!

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Label back as per diagram.Fold cut out tab in half. Trim to fit on lower half of

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on lower half of section #4. Paste onto section #4.

Authentic Assessment FoldableAuthentic Assessment Foldable

Half sheetHamburger fold.Store in baggie.

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Ideology Chart FoldableIdeology Chart FoldableHot dog foldFold the right side toward the center, trying to cover one half of the paper. (Make a mark here, but do not crease the paper.)

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Fold the left side over the right side to make a book with three folds.

Open the folded book. Place your hands between the two thicknesses of paper and cut up the two valleys on one side only. This will form three tabs. Paste one frame on each flap and label: Ideology, Epistemology, Pedagogy

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Assignment Template Flip BooksAssignment Template Flip Books

Stack three sheets of different colored paper so that about 1” of the underneath papers are visible below the top sheet.Fold the top part down so that

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Fold the top part down so that you se 6 “stripes of paper; the middle two will be the same color.When all of the tabs are equal distance apart, fold the papers and crease well.


Open the papers and glue or staple them together along the valley/center fold.Fold in half width-wise

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Fold in half width wise. Cut along fold to make two flip books.You may have to trim the edges a bit to fit the books onto the front covers of your lap book.


Label one book RHETORICAL READINGLabel flaps: ◦ Pre-reading

R di

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◦ Reading◦ Post-reading◦ Connecting Reading to

Writing


Label one book RHETORICAL WRITINGLabel flaps: ◦ Pre-writing

W iti

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◦ Writing◦ Revising and Editing◦ Evaluating and Responding◦ Appendices

Completed FoldablesCompleted Foldables

Label plastic zip lock bag with your nameStore foldables in bag.

NOTE: You may find it easier to take NOTE: You may find it easier to take notes on the appropriate foldable BEFORE adding it to the lap book.

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Assemble Planning Lap BookAssemble Planning Lap Book

#2 Best Practices

INSIDE OF INSTRUCTIONAL PLANNING LAP BOOK

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# 3 Backwards Planning#1 Structured Teaching

#4 Conceptual Scheme for Reflective Practice

#5 Authentic Assessment

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Paste RHETORICAL READING on LEFT hand front cover of lap book.Paste RHETORICAL WRITING on RIGHT

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WRITING on RIGHT hand front cover of lap book.

we will use these items later in the evening.krowlands/content/sed525en/weekly... · academic...

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