Transcript When I die, I hope it is during a staff meeting

Welcome
•Find a place to sit;
•Open and start your computer;
•Pick up one of the keys and download
the Yes You Can! file onto your
computer;
•Introduce yourself to someone in the
room you don’t know
•Scan the room- what are some
teaching strategies you thing are in
use?
Pamela Flood
Syntiro
February 2, 2011
None of us
is as smart
as all of us!
David & Roger Johnson
Hand Up
Finish Your Sentence
Stop Talking, Stop Doing
Eyes on the Facilitator
Signal Teammates
Signal Other Teams
Actively Listen
Steve & Sybil
Wolin
Marian
Leslie Hart
Diamond
Robert Sylwester
Renata &
Geoffrey Caine
Pat Wolfe
Eric Jensen
William Glasser
Horham Maslow
David M. Kiersey
Isabel Briggs
Myers
Bernice
McCarthy
4-MAT
Tony
Gregoric
Judy Wood
Kathleen
Butler
Diane Loomans
Karen Kolberg
Brain
Research
Basic
Needs
Personality
Types
Laughing Classroom
Humor &
Resiliency
Spencer Kagan
Celebratory
Learning
Multiple
Intelligences
Rita & Ken
Dunn
David Lazear
Susan Kovalik
Thematic
Integrated
Instruction
James A.
Beane
Problem Based
Learning
Wendy Mobilia
Universal
Design
Differentiated
Instruction
Education by
Design
CAST
Gayle Gregory
Diane Heacox
Technology
Howard Gardner
Thomas
Armstrong
David & Roger
Johnson
Cooperative
Learning
Curriculum
Design
Learning
Styles
Environment
al
Influences
H. Stephen Glenn
Jane Nelson
Carolyn Chapman
Links
Daniel Goleman
Carol Ann
Tomlinson
 Open
up your Yes You Can File
 In this file you have



the teacher powerpoint
Student Powerpoint
Most of the handouts
**********************************************************
 For this workshop – please open you student
powerpoint file.
 You will use this file to fill in the blanks – a
way to keep students connected – allow for
Opportunities to Respond…
Success for today will look, sound, and feel like…

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Experiencing and learning about engaging
cooperative learning structures;
Understanding of research-based strategies to
promote personal and share learning and
responsibility;
New ways to utilize cooperative learning strategies
to promote deep learning in content dense subject
areas;
Fun ideas and a new strategy to use tomorrow!

Welcome

Goals

Working Teams

Exploring Research:


Learning/ Meeting Styles and Needs

Brain-Based Learning

Cooperative Learning Strategies
Research into Practice


Strategies to engage Learners in Contentdense material
Closing
 Personal
Connections to 4 Styles of Learning;
 Exploring
3
the 12 Mind Brain Learning Principles;
Conditions of Learning;
 Learn
how cooperative structures can support the
principles and conditions of learning.
 Deeper
understanding of the conditions that
support learning by attending to the emotional,
physical needs, styles and preferences of learners.
Step 1 - Mix-when the music starts move
around room like cold water molecules (take
at least 10 steps)
Step 2 - Freeze - When the music stops – stop
where you are and listen for the question
Step 3 - Group by the # in the answer
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Question: How many feet does a biped
have?
Starting with the person’s head that is
closest to the ceiling -Introduce
yourselves… Then…
Share what is written on your strip of
paper and using Fist to 5 describe your
level of understanding
When the music starts move again…
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Question: How many syllables does
anatomy have?
Starting with the person’s head that is
farthest from the ceiling -Introduce
yourselves… Then…
Share what is written on your strip of
paper and your level of understanding
(fist to 5) - 30 seconds each person
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
This is your base team for the rest of
this session.
Collect your belongings and find a learning
place for your team.
Wait until all team members are
present before you sit down.
A
B
C
D
A’s and B’s are Shoulder Partners
C’s and D’s are Shoulder Partners
A’s and C’s are face Partners
B’s and D’s are face Partners
A
B
C
D
A – Facilitator
B – Recorder
C – Time Keeper
D – Runner
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Visual Learners -generally think in terms of pictures and
prefer to see things written down in a handout, text or on the
overhead. They find maps, graphs, charts, and other visual
learning tools to be extremely effective. They remember things
best by seeing something written.
Auditory Learners - learn best by listening. They typically like
to learn through lectures, discussions, and reading aloud. They
remember best through hearing or saying items aloud.
Kinesthetic Learners - learn best through touching, feeling, and
experiencing that which they are trying to learn. They
remember best by writing or physically manipulating the
information.
Retrieved from
http://712educators.about.com/od/learningstyles/a/learning_styles.htm
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Sensing people pay close attention to data provided by their senses -- immediate
experience, literal facts, and close realities.
Action Is What Drives Them
Intuitive people need to find associations and connections among things and are
interested in theories and imagined possibilities.
Meaning Is What Drives Them
Thinking people prefer logic and orderly, analytic, and objective thinking.
Structure Is What Drives Them
Feeling People prefer subjective thinking connected with human values and harmony.
Caring Is What Drives Them
http://psychology.about.com/od/educationalpsychology/ss/jung-styles.htm
Carl Jung
 Select
one style that represents you
 Move to the poster with that style’s name
 Identify a recorder, facilitator, time keeper,
and reporter
 Round robin share responses to the 4
questions (2 minutes per question)
 Recorder write responses; Facilitator make
sure everyone has a chance to share; time
keeper watch time, and reporter share
findings with large group at end.
 Introverts enjoy generating energy and ideas from internal
sources, such as brainstorming, personal reflection and theoretical
exploration.
 Extroverts enjoy teaching others how to solve a problem,
collaborative/group work and problem-based learning.
 Perceivers prefer to keep their options open, they like flexibility,
and the opportunity to process new information.
 Judgers prefer order and structure, which is why they tend to plan
out activities and schedules very carefully.
 For
more information visit
http://psychology.about.com/od/educationalpsychol
ogy/ss/jung-styles.htm
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One minute write down what you need to do your
best work.
Round Robin Share (members restate what they
heard for clarification)
As a team identify at least one working condition
for your base team.
Use thumps up/Thumbs Sideways/ Thumbs down
for agreement.
Write working condition(s) on a table tent.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
The brain is a complex adaptive system.
The brain is a social brain.
The search for meaning is innate.
The search for meaning occurs through patterning.
Emotions are critical to patterning.
Every brain simultaneously perceives and creates parts and
wholes.
Learning involves both focused attention and peripheral
attention.
Learning always involves conscious and unconscious processes.
We have at least two ways of organizing memory.
Learning is developmental.
Complex learning is enhanced by challenge and inhibited by
threat.
Every brain is uniquely organized.
(Caine and Caine 1997)
(Runner Get Placemat)
 Put placemat in the center of the group;
 Individually Review the 12 Mind/Brain Learning Principles
 Each member of your team select one principle (have
each member select a different principle)
 On your placemat have each person write the principle at
the top of his/her corner.
 Then take one minute and write down implications for
teaching and instruction.
 Rotate the placemat to the right until your original
writing comes back to you.
 Round Robin Share one Ah-Ha or idea for your
principle (30 seconds each)

 Orchestrated
immersion–Creating learning
environments that fully immerse students in an
educational experience
 Relaxed alertness–Trying to eliminate fear in
learners, while maintaining a highly challenging
environment
 Active processing–Allowing the learner to
consolidate and internalize information by
actively processing it
(Caine and Caine 1997)
Retrieved from
http://brainconnection.positscience.com/topics/?main=fa/brainbased3#A1
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1 minute - think about a time when you were
actively engaged in learning, which conditions of
learning were present, and write down 3 words
to describe your experience.
3 minutes (each) - Pair up with your shoulder
partner, share the conditions of learning that
were present and your 3 words: describe what
they look, sound, and feel like in action.
1 Minute Quick Write -Identify one Ah- Ha
for use in your class on . Record on your
reflection log.
After 2 weeks we tend to remember…
10% of what we read
20% of what we hear
30% of what we see
Nature of Involvement
Verbal Receiving
Reading
Hearing Words
Looking at Pictures
Watching a Movie
50% of what we
hear & see
Passive
Looking at an Exhibit
Watching a Demonstration
Visual Receiving
Seeing it Done on Location
70% of what we say
Participating in a Discussion
Giving a Talk
90% of what we
say & do
Doing a Dramatic Presentation
Stimulating the Real Experience
Doing the Real Thing
Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed.) Holt, Reinhardt and Wilson (1969)
Receiving/
Participating
Active
Doing
 This
section will take us briefly into an A&P
Class;
 The class is just beginning a new unit.
 I am using a few slides from Holes Anatomy
to model how you can use slides from your
series to create note taking tools.
 We will use some of the same structures we
just experienced with a content twist.
 Let’s Play!
Anatomy – study of structure
Physiology – study of function
Structure is always related to function
1-3
1-5 Holes
•Albert Einstein’s weighed (2.71 lbs), significantly less then
the human average.
•is about 2% of your total body weight but uses 20% of
your body's energy
•Generates more electrical impulses in one day than by all
the telephones in the world.
•Acts as a control center by receiving, interpreting, and
directing sensory information throughout the body.
•Has over100 billion neurons, the same number of stars in
our galaxy.
•In an adult weighs approximately 3 lbs.
•The left side has 186 million more neurons than the right.
•Retrieved from
http://www.brainhealthandpuzzles.com/fun_facts_about_the_brain.html
1. Runner get placemats.
2. On Your Placemat write the words in red on the
top of your section…
What do you know about the Brain? (A)
 What do you want to know? (B)
 What are some specific questions about the brain? (C)
 What would you like to be able to do to show what you’ve
learned about the brain? (D)

3. Write responses for 30 seconds and rotate.
4. Report out… (teacher can use to guide
instruction)
http://www.pbs.org/wnet/brain/3d/
1. In your Shoulder Pairs – Review this website (5
minutes)
2. Create 2 Questions to ask you face partners (2
minutes)
3. Each face partner asks their first question (show
the partner where to find the answer) (2 minutes)
4. Ask 2nd Question and repeat (2 minutes)
If you can’t access website use handout –
Handout retrieved from http://kidshealth.org/kid/htbw/brain.html
Functions
• interprets sensations
• determines perception
• stores memory
• reasoning
• makes decisions
• coordinates muscular
movements
• regulates visceral activities
• determines personality
Major Parts
• cerebrum
• two cerebellar
hemispheres
• diencephalon
• brain stem
• cerebellum
11-16 Holes
• Cerebrum
• Frontal
• Parietal
• Temporal
• Occipital
• Brainstem
• Cerebellum
http://en.wikipedia.org/wiki/Diencephalon
 The
cerebrum is divided into two sides the
left and the right hemispheres.
 The cerebrum consists of four lobes: Frontal
Lobe, Parietal Lobe, Temporal Lobe, and the
Occipital Lobe.
 The gray matter of the cerebrum is all
located on the most peripheral edges of it,
with the white matter underneath.
 The gray matter is called the cerebral cortex
 It contains 75% of all neurons in nervous
system.
• interpretation
• initiating voluntary movements
• storing memory
• retrieving memory
• reasoning
• center for intelligence and personality
11-21
Mix Freeze
Rotate Around –
when music stops
pair up and
complete diagram.
 Just
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I
I
I
I
I
Like Me!
teach Middle School (move together)
teach High School (move together)
teach Middle School (move together)
teach Math or Science (move together)
teach Language or Social Studies (move together)
 Break
into role alike Groups
 On your Chart – Brainstorm Ideas about what
you can use in your classroomand write them
down.
Look What You Have Done!!.
Music
Reflection Template
Footprints
Mix Freeze Groups
Charts on the Wall
Team Structures
Parking Lot
Team Roles
Theme
Think /Shoulder Pair
Table Cloths
Round Robin Share
Fist to Five
Just Like Me!
Silent Starter
Silent Reflection
Connector
Placemat
Agenda and Outcomes
Quick Write
One Minute Think - One Minute Quick Write
Learning Styles. Needs and Preferences We Have Addressed!
Feeling
Auditory
Intuitive
Kinesthetic
Judging
Sensing
Perceiving
Intuitive
Extrovert
Visual
Introvert
Thinking
Brain-based Needs
Emotional
Physical
Safety
Using one word share out what you are
taking with you tonight.
Pamela Flood
Syntiro