Differentiation pp
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This document discusses the importance of differentiation and formative assessment in teaching. It emphasizes that if students are not learning through the teacher's methods, the teacher must adapt their teaching style to how students learn best. Formative assessments should be used frequently to identify struggling students and drive intervention strategies before summative assessments. The document suggests that teachers typically respond to struggling students with additional time and support, while high-achieving students may not be challenged. Overall, it promotes adjusting instruction to individual student needs and monitoring progress through ongoing assessment.
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油FixedvsGrowth.pdf
(
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)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?油
Points: 20 (which is a lot in this class)油
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http://www.nais.org/about/index.cfm?ItemNumber=145867
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油SCHOOL MATTERS油油油
Brainology
Transforming Students Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
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油
The red coler with file are very important
Attached Files:
油FixedvsGrowth.pdf
(
384.466 KB
)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?油
Points: 20 (which is a lot in this class)油
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
油SCHOOL MATTERS油油油
Brainology
Transforming Students Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.Writing instructional goals and objectives
Writing instructional goals and objectivesDr. Goutam Patra
油
Instructional objectives should specify observable and measurable student behaviors. Well-written objectives have four parts - the audience, the behavior, the conditions, and the degree of mastery. Objectives guide lesson planning and focus learning on outcomes for students. Teachers should conduct task analysis to determine the steps needed to achieve the goal and write objectives accordingly. Objectives should be appropriate to the cognitive, affective, or psychomotor domain and identify what students will do, not teacher actions.Assure
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油
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油
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2) Key elements of short stories include characters (protagonist, antagonist), conflicts (internal and external struggles), and plot (exposition, rising action, climax, falling action, resolution).
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Differentiation pp
- 1. Differentiation If a teacher keeps using the same strategies and the student keeps failing who really is the slow learner?
- 2. If the only tool you have is a hammer, you treat everything like a nail!
- 3. If students cant learn the way we teach them, we must teach them the way they learn! Facing the Fact:
- 4. Key Questions What is it we expect our students to learn? How will we know when they have learned it? How will we respond when they dont learn? How will we respond when they already know it? How will we improve our instructional practice based upon their learning results?
- 5. Learning vs Teaching As teachers you must remind yourself to focus on. . .
- 6. We use formative assessments frequently throughout the course to assess small portions of the course each time. How will we know when they have learned it?
- 7. Doug Reeves said. . . Formative assessments are like a physical examination while summative assessments are comparable to an autopsy.
- 8. We want to perform the biopsy, not the autopsy. Before its too late!
- 9. It may also be necessary to reassess a skill that was widely deficient on a previous formative assessment to determine whether or not your interventions have been effective. Frequent monitoring of student learning is an essential element of effective teaching.
- 10. Assess a few key concepts frequently rather than many concepts infrequently. Good formative assessments shift the focus from teaching to learning.
- 11. Formative assessments should : Identify students who need additional time and support for learning. Motivate us to provide that time and support in our course. Drive us to give students another opportunity to demonstrate their learning after the intervention.
- 12. QUESTIONS: How do teachers typically respond when students dont learn? How do teaches typically respond when students already know the material?
- 13. Every Student is Different!
- 14. Lets Get Ready to Move!
- 15. 1 C 2 R 3 S 4 R 5 C 6 R 7 S 8 C 9 R 10 S 11 R 12 C 13 R 14 S 15 C
- 16. 1 C 2 r 3 S 4 R 5 c 6 R 7 S 8 C 9 R 10 s 11 R 12 C 13 R 14 S 15 c
- 17. 1 C, 2 r 3 S 4 R, 5 c 6 R, 7 S, 8 C 9 R, 10 s 11 R 12 C, 13 R 14 S, 15 c
- 18. Being Aware of Multiple Intelligences is Key to Differentiating Instruction The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")
- 19. M.I. Lets Try Some Activities
Editor's Notes
- #3: When you hammer a nail into the wood, if you keep banging after the nail has become flush with the surrounding wood, you will bruise the wood. If we consistently use the same instructional methodologies with our students, we can bruise the students.
- #4: Spend some time here discussing how this changes the paradigm of how we learned in school. When we didnt understand something, most likely our teachers determined that we couldnt or that we wouldnt learn the material. Now, with brain research and educational advances in how we understand the learning process, we know there are a variety of ways that material can be presented for understanding.
- #6: HEADS TOGETHER MEETINGS ASSESSMENTS (sl) MORE YES MORE FOCUSED CONVERSATION HOW CAN WE HELP LOUD BUZZ MORE INFORMED DISAGREEMENTS (fl) CONFLICT