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
Leslie Hart
Robert Sylwester
Renata & Geoffrey
Caine
Pat Wolfe
Eric Jensen
William Glasser
Horham Maslow
David M. Kiersey
Isabel Briggs
Myers
4-MAT
Tony
Gregoric
Brain
Research
Basic
Needs
Kathleen
Butler
Laughing Classroom
Spencer Kagan
Humor &
Resiliency
Celebratory
Learning
Learning
Styles
Multiple
Intelligences
Rita & Ken Dunn
David Lazear
Susan Kovalik
Thematic
Integrated
Instruction
James A.
Beane
Problem Based
Learning
Universal
Design
Differentiated
Instruction
Wendy Mobilia
Education by Design
CAST
Gayle Gregory
Diane Heacox
Technology
Howard Gardner
Thomas
Armstrong
David & Roger
Johnson
Cooperative
Learning
Curriculum
Design
Personality
Types
Environmental
Influences
H. Stephen Glenn
Jane Nelson
Diane Loomans
Karen Kolberg
Bernice McCarthy
Judy Wood
Steve & Sybil
Wolin
Marian Diamond
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
 All 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…
Experiencing and ________ about engaging cooperative
learning structures;
 Understanding of ________ strategies to promote
personal and share learning and responsibility;
 New ways to utilize ________ learning strategies to
promote deep learning in content dense subject areas;
 Fun ________ 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 Content-dense
material
Closing
 Personal
Connections to _ Styles of Learning;
 Exploring
 ___
the __ Mind Brain Learning Principles;
Conditions of Learning;
how ________ structures can support the
principles and conditions of learning.
 Learn
understanding of the ________ that support
learning by attending to the emotional, physical needs,
styles and preferences of learners.
 Deeper
Step 1 - Mix-move around room slowly, 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




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
– what is your level of understanding (fist to
5)
When the music starts move again…




Question: How many syllables does anatomy
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
– what is your level of understanding (fist to
5)
When the music starts move again…



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




Visual Learners -generally think in terms of ________ and prefer
to see things ____ ____ 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 ________. They typically like to
learn through lectures, ________ and reading aloud. They
remember best through hearing or saying items aloud.
Kinesthetic Learners - learn best through touching, feeling, and
________ that which they are trying to learn. They remember
best by _____ or ________ manipulating the information.
Retrieved from
http://712educators.about.com/od/learningstyles/a/learning_styles.htm




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 ________ personal reflection and theoretical exploration.
 Extroverts enjoy ________ others how to solve a problem, ________
/group work and problem-based learning.
 Perceivers prefer to keep their options open, they like ________, and
the opportunity to ________ new information.
 Judgers prefer order and _______, which is why they tend to plan out
activities and ________ very carefully.
 For
more information visit
http://psychology.about.com/od/educationalpsychology/s
s/jung-styles.htm





One minute write on 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.
The brain is a ________ adaptive system.
2.
The brain is a ________ brain.
3.
The search for ________ is innate.
4.
The search for meaning occurs through ________.
5.
Emotions are ________ to patterning.
6.
Every brain ________ perceives and creates parts and wholes.
7.
Learning involves both focused ________ and peripheral attention.
8.
Learning always involves conscious and ________ processes.
9.
We have at least two ways of ________ memory.
10.
Learning is ________
11.
12.
Complex learning is ________ by challenge and inhibited by
threat.
Every brain is ________ 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 ________ students in an
educational experience
alertness–Trying to ________ fear in
learners, while maintaining a highly challenging
environment
 Active processing–Allowing the learner to consolidate
and internalize information by ________
processing it
 Relaxed
(Caine and Caine 1997)
Retrieved from
http://brainconnection.positscience.com/topics/?main=fa/brain-based3#A1



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
Nature of Involvement
Verbal Receiving
20% of what we hear
Reading
Hearing Words
30% of what we see
Looking at Pictures
Passive
Watching a Movie
50% of what we
hear & see
Looking at an Exhibit
Watching a Demonstration
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)
Visual Receiving
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!
________ – study of structure
________ – study of function
_______ is always related to ______
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. 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)

2. Write responses for 30 seconds and rotate.
3. 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 ________
• determines perception
• _____ memory
• reasoning
• makes ________
• coordinates ________
movements
• regulates ______ 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
cerebrum is divided into ___ sides the
____ and the _____hemispheres.
 The
cerebrum consists of four lobes: _____
Lobe, _____ Lobe, _____ Lobe, and the
_____ Lobe.
 The
 The
_____matter of the cerebrum is all located
on the most peripheral edges of it, with the
white matter underneath.
gray matter is called the ________ It
contains ___ of all neurons in nervous system.
 The
• interpretation
• initiating _____ movements
•______memory
• ______ memory
• reasoning
• center for intelligence and ________
11-21
Mix Freeze
Rotate Around –
when music stops
pair up and
complete diagram.
 Just





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