What Can An Educator Do?

What Can An Educator Do?

• Innovate- are there new ways of presenting an activity or idea?

•Adapt- Can other ideas be suggested?

•Modify- Is there possibility for change?

•Minimize- Can some activities be subtracted?

•Substitute- What can be used instead?

•Re-arrange- Is it possible to interchange some items?

•Reverse- Can opposites be given?

•Combine- is it possible to blend or to give an assortment?

What Can An Educator Do? (Continue

d)

What I hear, I forget

What I see, I remember

What I do, I understand

What I hear, I forgetWhat I hear and see, I remember a

littleWhat I hear and see, and ask

questions about or discuss with someone else, I begin to

understand.What I hear, see, discuss, and do,

acquire knowledge and skill.What I teach to another, I master.

Sage on stage

Paradigm Shifts in Education

Depositor of knowledgeEmpty

vessel/receptacle

2 intelligencesContent

1 content content/ processmultiple

intelligences

multiple intelligences

producer constructor

of knowledge

facilitatorGuide on the side

Information for transformation and formation

Paradigm Shifts in Education

Information only

(Continued)

Teach for testingAnswering pedagogy

Classroom is the

learning place

Teach for learningCreative and

critical thinkingEvery place a

learning

place. The whole world is a learning arena.

Compartmentalized

Paradigm Shifts in Education (Continue

d)connectedIsolated, bits and

pieces

For classroom and grades only

Curriculum of knowledge

Values taught as a separate subject

integrated, borderless, seamless

for life connectedness, life relatedness

curriculum of lifevalues integrationin all lessons

Multiple IntelligencesWord SmartNumber SmartPeople SmartSelf SmartArt SmartMusic smartBody SmartNature SmartRole Smart

VERBAL / LINGUISTIC LEARNERS

SKILLED MANIPULATORS OF LANGUAGE

PLAY WITH WORDS / COMMUNICATE WELL

ARE GOOD IN:READINGWRITING

MEMORIZING

LEARNS BEST THROUGH:HEARINGSEEING

REPEATING

are

who can

They will be great poets, writers, statespersons, tutors, and mediators

Parts of SpeechA noun is a person, thing, or place: like man or school

or the nose on your face.A pronoun is a sub for nouns: like I and we, you and

me, she, her, it, them, they, him, he.An adjective describes those two: Which one? What

kind? how many, those?A verb is a busy kind of thing: run, walk, must, be, try

and sing.An adverb provides lots of info, like how? When?

Where? Yes and no.Prepositions pull noun into a phase: in, on, with, of

and around are some ways.

Conjunction connect anything they want: like and or, nor, so, yet, for, but.

Interjection we use more than we know: wow, ouch, gee, boo and oh!

Now that we have a grammar rap, parts of speech will be a snap

Parts of Speech

Fun with Phonics

Look at the canoe to find the paddleLook the horse and find the ______.

Look on the flower to find the bee.Look in the forest to find the ______.Look in the oven to find the roast.Look in the toaster to find the _____.Look in the table to find the dish.Look in the aquarium to find the _____.

Look in the house to find the chair.Go outside to find fresh ___.

Look in the nest to find the kitty.Look in the map to find the _____.

Look in the kitchen to find the cook.Look in the bookcase to find the ____.

Look on the vine to find the berry.Look on the tree to find the _____.

Look in the snow to find the sled.Look in the house to find ____.

Fun with Phonics

Fun with Rhyming WordsGo to the sea and find a fish

Close your eyes and make a wishLook at the window and find a sparrow

Get into your room and get a pillowStep out your door and shout for joy

Twinkle your eyes and see a boyRide on the jeep and find a driver

Get a beeper and you’ll have a loverSo everybody clap your hands

Let’s go and enjoy with some bands.

areVISUALIZERS

* ARE PROFICIENT IN RECOGNIZING OBJECTS* ARE GOOD IN CREATING PICTURES IN MIND

and

REFERRED TO AS DAY DREAMERS WHOLIKE TO DRAW, BUILD, CREATE, TINKER OBJECTS

THEY CAN BECOME SUCCESFUL ARTISTS, ARCHITECTS, NAVIGATORS.

who are

and later

SPACIAL LEARNERS

areINQUISITIVE LEARNERS WHO HAVE THE NEED

TO FIND ANSWERS TO QUESTIONS

ENJOYS:EXPLORING PATTERNSWORKING WITH NUMBERS

EXCEL IN:MATHREASONINGLOGICPROBLEM SOLVING

LEARN BEST WITH WORK REQUIRING:CATEGORIZING

CLASSIFYING

ABSTRACT PATTERNS

WILL DO WELL IN MATHEMATICS, TECHNOLOGY, AND RESEARCH

LOGICAL/MATHEMATHICAL LEARNERS

ARE SOCIALIZERS WHO

* ARE EXTROVERTS

* HAVE MANY FRIENDS

* BELONG TO MANY GROUPS

* TALK EASILY TO PEOPLE

* UNDERSTAND OTHERS

GOOD LEARNERS WHO

ORGANIZE

MEDIATE

COMMUNICATE

MOTIVATE

WHO WILL BE SUCCESSFUL IN

POLITICS

CHURCH

EDUCATION

INTERPERSONAL LEARNERS

* ARE MORE INTROSPECTIVE

* PREFER TO WORK ALONE AT THEIR OWN PACE, THEIR OWN THING, IN THEIR OWN SPACE

* FOLLOW THEIR OWN INTERESTS

* PURSUE THEIR FEELINGS, DREAMS, GOALS, AND INTERESTS

WHO

AWARE OF THEMSELVES

* KNOW THEIR OWN STRENGTH AND WEAKNESSES* FIND CREATIVE WAYS TO COMPENSATE THEIR

SHORTCOMINGS* KNOW HOW TO ENHANCE THEIR STRENGTH

INTERPERSONAL LEARNERS (continued)

* LOVE RYTHYM

* SING OR HUM

* ENJOY LISTENING TO MUSIC

* PLAY INSTRUMENT

* RESPOND WITH THE BODY

are people who normally

ARE GOOD IN THE USE OF RYTHYM AND

CREATIVE EXPRESSIONS

and WILL BE SUCCESFUL COMPOSERS, VOCALIST,

MUSICIANS, MUSIC DIRECTORS

SO THEY NEED MORE CREATIVE WORK AND CALM ENVIRONMENT

MUSICAL LEARNERS

In a canyon sat a cannerTapping, tapping on a pan.Oh, he had a happy mannerAnd he flapped his hat to fan.

On a saddle rode young AdamHe was galloping alone,But the din and racket stopped himAnd he burst into a song.

“Stop the clatter; what’s the matter?Rapping, tapping in that can;Take a nap and you’ll get fatterYou’re a very fragile man.”

But the canner, lean and lanky,From the vat from which he satCalled back, “Witty wag, you’re cranky.”And he flapped and flapped his hat.

“Cats don’t chatter, bats don’t batterSnapping adders cannot add.Hams don’t hammer, clams don’t clamor,You’re a brash and nagging lad.”

Shape Song(Tune: London Bridge)

Circles, diamonds, trianglesTriangles, triangles

Circles, diamonds, triangles,Hearts, squares and rectangles.

On A Farm(Tune: London Bridge)

Animals live on a farm, on a farm, on a farmAnimals live on a farm, with a farmer.

Cows and pigs live on a farm, on a farm, on a farmCows and pigs live on a farm, with a farmer.

Goats and sheep live on a farm, on a farm, on a farmGoats and sheep live on a farm, with a farmer.

Hens and chicks live on a farm, on a farm, on a farmHens and chicks live on a farm, with a farmer

I Like Baby Animals(Tune: London Bridge)

I like baby animalsAnimals, animals

I like baby animals,I’ll name some for you

Kittens, puppies, chicks and foalsKids and cubs, kids and cubs

Kittens, puppies, chicks and foalsI can put name some more

Goslings, ducklings, lambs and calves,Lambs and calves, lambs and calves

Goslings, ducklings, lambs and calvesI like baby animals

Jesus is Our Friend(Tune: London Bridge)

Jesus is our friend todayClap your hands, shout “Hurray!”

Jesus is our friend todayWe love Jesus!

Jesus is our friend todayStomp your feet, shout “Hurray!”

Jesus is our friend todayWe love Jesus!

Jesus is our friend todayTurn around, shout “Hurray!”

Jesus is our friend todayWe love Jesus!

ARE CALLED THE MOVERS WHO USE TOUCHING, MANEUVERING, AND BODY TO

PROCESS INFORMATION

EXCEL IN:SPORTSDANCINGACTINGCRAFTS

LEARN BEST

* WHEN THEY MOVE WITH HIGH ENERGY

* EXPRESS THEMSELVES AND SOLVE PROBLEMS THROUGH THE CONTROL AND MOVEMENT OF BODIES.

CAN BECOME GOOD ACTORS, AND BALLERINAS

BODY KINESTHETIC LEARNERS

INTERACTIVE WITH THE NATURAL ENVIRONMENT

ORDERINGCATEGORIZINGCLASSIFYING

ARE

WITH SKILLS IN

CAN HAVE EXCELLENT CAREER IN:FORESTRY, AGRICULTURE, BOTANY

AND…READINGS AND LEARNING RELATED TO ENVIRONMENTAL INTERESTS WILL BE MEANINGFUL TO THEM.

THE NATURALISTIC LEARNERS

Type of Learners• Alone w/ a group• Bright dim• w/o stimulus w/ stimulus• w/o music w/music• Single task multi-task• Formal informal• w/ deadlines w/o deadlines

Analytic StudentsConcentrate and learn when information presented in small, logical steps.Respond to appeals of logicSolve problems systematically and logicallyEnjoy doing puzzlesLike putting things together by following specific directions.Pay close attention to exact directions

Enjoy learning facts.

Learn phonics easily

Understand and apply phonic rules

Are analytical and critical when thinking

Can identify the details in the story

Global StudentsConcentrate and learn when information is presented as a gestalt or wholeRespond to emotional appealsTend to like fantasy and humorGet “wrapped up” in a story and do not concentrate on the factsProcess information subjectively and in patterns

Easily can identify main ideas in the story

Dislike memorizing facts

Learn easily through stories

Use story context often to figure out unknown words.

StrengthsAnalytical

DetailsFocusOrganizationRemembering specificDirect answers

GlobalWhole pictureSeeing relationshipsCooperating in group effortsReading between linesSense of fairness

AnalyticalConsistencySense of justiceObjectivityIndividual cooperationDoing one thing at a time

GlobalSeeing optionsParaphrasingDoing things at onceGiving/receiving praisesLeading body/agency/ getting others involved

Learning Styles

They are educational conditions under which

students are most likely to learn.

Elements of Learning Style• Environmental

• Emotional

soundlight

temperaturedesignmotivation

persistence

responsibilitystructure

• Sociological

• Physiological perceptual modalities

visual mobility tactual auditory intake

kinesthetic time of day

alone/ pair w/ peers on a team authority varied

• Psychological global/analytic right brain/left brain impulsive/reflective

Interactive Strategies

10 + 2 (Ten Plus Two)

Direct instruction variation where the teacher presents for ten minutes, students share and

reflect for two minutes, then the cycle repeats.

1st TRIP (First TRIP)

A reading strategy consisting of: Title, Relationships, Intent of questions, put in perspective.

3 – 2 – 1 (Three – Two – One)

Writing activity where the students write: 3 key terms from what they

have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think

they have mastered.

5 + 1 (Five Plus One)

Direct instruction variation where the teacher presents for five minutes, students share and

reflect for one minute, then the cycle repeats.

AffinityA brainstorming approach that

encourages less verbal members of a group to participate. First, all members of the group write responses to the problem or question on separate cards, then the

cards are silently grouped by each member while the others observe. After a

discussion, the agreed arrangement is recorded as an outline or diagram.

Agree / Disagree Matrix

A formal approach to discussing and researching issues. Students are polled for

agreement or disagreement with a statement and their responses as a group

are recorded in the matrix. Students research the topic, and again their

responses are recorded. Finally, small groups to meet to discuss the results and

changes.

Agreement Circles

Used to explore opinions. As students stand in a circle, facing each other, the teacher makes a statement. Students who agree with the statement step into the

circle.

Baggage ClaimMembers in a new group are asked to write five

interesting facts about themselves on a note card. For several minutes, people walk around the room,

introducing themselves and sharing the facts on their cards. They then exchange cards (baggage) and move on to introduce themselves to others in

the group. When time is up, the teacher or moderator collects all the cards and either returns them to their owners, or reads the facts and asks

to identify the owner of the card (baggage).

Cubing

A six-part technique to explore different aspects of a topic. The

six parts include: describing, comparing, associating, analyzing,

applying, arguing.

Devil’s Advocate

To initiate or stimulate a discussion or debate, the teacher proposes or defends an extreme or unpopular

viewpoint. Students will raise questions and challenge the

teacher to explain. Students will also give their opinions.

Five Words – Three Words

Students list five topic-related words independently. Students are grouped and share words.

Groups pick best three words and explain to class.

Four CornersLabel the four corners of the room with “Strongly

Disagree, Disagree, Agree, Strongly Agree.” read a controversial statement and have students write on a piece of paper whether they agree, disagree,

strongly agree or strongly disagree with the statement. When all are finished writing, have

students go to the corner representing their point of view. All student sharing a point of view work

together to collect evidences and present an argument supporting their beliefs.

Idea SpinnerTeacher creates a spinner marked into four

quadrants and labeled “Predict, Explain, Summarize, Evaluate.” after new material is presented, the teacher spins the spinner and

asks students to answer a question based on the location of the spinner. For example,

if the spinner lands in the “Summarize” quadrant, the teacher might say, “list the key

concepts just presented.”

Inside – Outside Circle

Review technique. Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they

have written. Outside circle moves to create new pairs.

Repeat.

Line-up

Student teams are given concepts that can be put in order. Each

team member holds one concept and the members line up to represent the correct order.

List – Group – Label

An activity to help students activate prior knowledge before beginning a new topic. Student

teams divide list of key words into groups, then label each group.

Sketch to Stretch

Sketch to Stretch is intended to help readers use sketches as a means of exploring, expressing,

and sharing interpretations of selections

Lotus Blossom Technique

From central idea, propose eight new ideas. For each of eight ideas, propose and evaluate

necessary details to implement ideas.

Luck of the Draw

All student’s names are put into a container. At the end of class, a student’s name is

drawn at random from the container. At the beginning of the next class the student whose name was drawn is required to present a 3 – 5 minute review of the

previous day’s lesson.

Minute Papers

An end-of-class reflection in which students write briefly to answer

the question: “What did you learn today? and “What question do you

still have?”

Mock Trials

Students learn about the legal system by assuming the roles of

lawyers, witnesses, and judges to act out hypothetical legal cases.

Novelty

A motivational technique to engage student early in

instruction. Share something unusual with students to arouse

their curiosity.

Numbered Heads Together

Each student is assigned a number. Members of the group

work together to agree on answer. Teacher randomly selects one

number. Student with that number answers for the group.

One Sentence Summary

Students are asked to write a single summary sentence that

answers the “who, what, where, when, why, how” questions about

the topic.

Panels

A small group acts as experts to answer the questions of the people in the larger group. In a classroom setting, students are selected to become experts on a topic and are given at least a day to prepare for the discussion.

Panel discussions can also be held using outside experts.

PMI (Plus, Minus, Interesting)

A decision-making strategy where students silently list positive, negative

and other aspects of a problem or solution. Aspects are shared as a group

list. All alternatives are considered before decision is made.

Prediction Pairs

Students are paired as they listen to the teacher read a passage aloud. At each pause in the reading, the teacher prompts students to discuss with their partner what they predict will happen next in the reading.

Randomized Questioning

In situations where the teacher wants to ensure that all students have an opportunity

to answer questions, the teacher creates note cards with the students’ names on them, then shuffles the cards. AFTER

asking each question, the teacher reveals the name of the student chosen at random

to answer the question.

Share – Pair Circles

Divide class into two equal groups and each group forms a circle. The inner circle faces outward and the outer circle faces inward, to form pairs of facing students. In response to teacher questions, each pair discusses their

ideas, then one of the circles rotates to create new pairs. Repeat until the original

pairs are again facing each other.

STaR (Story Telling and Retelling)

Teachers read stories to students then students retell the story by

acting it out, answering questions, or writing about the story.

Stir the TeamsStudents are assigned to teams and each

student in the team has a number (typically 1 through 4). Teams discuss their group

answer to the teacher’s question, when the team is done they give a signal. When all

teams are done, the teacher calls a number (from 1 to 4) and the students with that

number rotate to the next group to share their team’s answer with their new team.

Story ImpressionsThe teacher presents ten to fifteen terms to

students prior to reading. These terms appear in the same order that they appear in the reading. Students write a passage using

the terms that they think predicts what will happen in the reading. Students share their

predictions with others. Finally, students read, comparing their predictions (story

impressions) with the reading

Talking Chips

Response management technique to encourage students who do not often contribute, and limit students

who contribute too much to discussion.

Voting Cards

Students can be given laminated cards at the beginning of the year to be used to

express their opinions in class. When they agree with a statement, they might hold up a green card, disagreement could be signified with a red card, and yellow could be used to

show indecision or uncertainty.

Walking Tour

Passages from reading are posted in individual pages around the

room. Groups tour the room and discuss each passage, then

summarizes.

Think-Pair-ShareInvolves a three step cooperative

structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during

the second step and exchange thoughts. In the third step, the pair share their

responses with other pairs, other teams, of the entire group.

Jigsaw Groups with 5 students are set up. Each group

member is assigned some unique material to learn and then to teach his group members. To help in the learning students across the class

working on the same sub-section get together to decide what is important and how to teach it.

After practice in these “expert” groups the original groups perform and students teach

each other. Test or assessment follows.

Three-Step Interview

Each member of a team chooses another member to be a partner. During the first step individuals interview their partners

by asking clarifying questions. During the second step, partners reverse the roles. For the final step, members share their

partner’s response with the team.

Round Robin Brainstorming

Class is divided into small groups (4 to 6) with one person appointed as the recorder. A

question is posed with many answers and students are given time to think about answers.

After the “think time,” members of the team share responses with one another round robin style. The recorder writes down the answers of

the group members. The person next to the recorder starts and each person in the group in

order gives an answer until time is called

Three-Minute review

Teachers stop any time during a lecture or discussion and give tem three minutes to review what has been said, ask clarifying

questions or answer questions.

Team Pair solo

Students do problems first as a team, then with a partner, and

finally on their own.

Circle the SageFirst the teacher polls the class to see which students have a special knowledge to share.

Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take

notes.

PartnersThe class is divided into teams of four. Partners

move to one side of the room. Half of each team is given an assignment to master to be

able teach the other half. Partners work to learn can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team

reviews how well they learned and taught and how they might improve the process

SORT

S- State the detailsO- Organize the dataR- React In Different

PerspectivesT- Tell the class what you

have learned

Graphic Organizers

A visual outline that provides pictorial of graphic format for summarizing key concepts,

ideas and vocabulary

TGT

T- Talk about different issuesG- Generate as many ideasT- Tell your consensus or

agreements in class

REAP

R- Reading to discover the author’s ideas

E- Encoding the author’s ideas into one’s own language

A- Annotating those ideas in writing for oneself or for sharing with others

P- Pondering the significance of the annotation

Echo Reading

The reader is seated slightly in front of the teacher with both

participants jointly holding the reading material. Both read in

unison; the voice of the teacher is directed into the reader’s ear at

this close range.

Multiple IntelligencesInteractive Integrative LearningLearning by doingEmpowerment of Teachers/StudentsSkills OrientedTotal Development of StudentsOrganizers for easy learningNovel Strategies/TechniquesEnriching ActivitiesStudent Centered Activities

You teach less by what you say, more by what you do but most by what you are.