Transcript Methods - Purdue University

Methods
TASK BREAKDOWN
Input
Process
Response
Prerequisite Skills
Amount of Time
On-Task
Engagement
Persistence
Feedback
Interest
Choice
Participation w ith Peers
Change Methods of Instruction
•
•
•
•
Active Responding
Real World Problems
Art, Music, Literature
Computers
Passive vs. Active Responding
Traditional: Text & teacher- Active: Student & problemcentered
• Learner a passive sponge
• Learning like a library w/o
interconnections
centered
• Learner with interests, choices,
dialogues, perspectives
• Learnings authentic, raw-data,
real world
Advantages of Active
Responding
OTR =Opportunity to respond
ASR = Active Student Response
– generates more learning
– gives feedback to teacher
– correlated with on-task behavior
(less disruption)
Heward, Frank
Active Responses Can be:
• Physical
– talking
– writing
– moving
• Sensory
– looking at pictures
• Cognitive
– choice
– problem solving = what ifs, use individual
voting in class and basis of debates
– roles = mentor, questioner, pessimist, devil’s
advocate, starter, wrapper
Components of Choral Responding
• Curriculum content
criteria?
– short responses
– 1 correct answer
– fast paced questions
Components: Choral Responding
(1) Model a response.
(2) Provide a “thinking pause”
between asking the question and
signaling the students to respond
(4-6 sec.)
(3) Provide a clear signal for response
(e.g.,“class”)
Components: Choral Responding
(4) Provide feedback for the
“majority” response.
When all are correct, say “Yes.”
When most are correct, “Yes,
addition is the correct operation for
solving that problem.”
When 1/3 of the class gives an incorrect
answer, repeat the question.
(5) Maintain a lively pace. Present the
next question immediately after giving
feedback.
Response Card Activity
• Preprinted Response Cards have advantages
of:
– higher rates of response,
– fewer errors, and
– easier to see.
Spelling Study Procedures
1. Say a spelling word that the students have been
exposed to previously.
2. Both you and students write the word on mylar
3. Students and teacher show their words to each
other.
– If the student has the word correct, tell them (e.g., that’s
correct).
– To students with errors say, “Erase and correct only the
incorrect letters.”
– Hold your spelling/board up for them to use as a correct
model.
Spelling Study Procedures
4. Give feedback (e.g., Almost right, Now you’ve
got it right.)
5. Say, “Erase your boards.”
6. Present the next word. (Go through the word
list in a mixed up order, each word 3 times each.)
7. All student practice all words each day, whether
they got them right or wrong on the previous test.
Match Examples
• Physical
– a. talking
– b. writing
– c. moving
• Cognitive
– d. choice
– e. problem solving
to Types
•
•
•
•
•
•
cooperative learning__
dry erase boards___
peer teaching___
classroom jobs___
choral responding____
debate teams or panels
____
Art to Teach Content
• Concept- What message
does artist wish to send?
• Mode- What type of art?
• Media-What types of art
supplies?
• Style-Expressionism,
Representational, Abstract?
Purpose: Assessment
• Elements- what lines, shapes, colors, textures, sizes, and space?
• Principles - what balance, complexity, contrast, gradation,
repetition, rhythm
• History - what who, what, when, where, and sometimes why
• Philosophy-what knowledge about beliefs, concepts, and
attitudes about art
– Is this art and why?
•
Purposes--to:
– develop critical thinking
– facilitate communication & cooperation
– express emotions and develop insight
APPLY ART TO
SUBJECTAREAS: Combine
with other instructional media
• SOCIAL STUDIES
• HUMANITIES
– stories
– poems
• SCIENCE
WHEN TO USE IT
• Prior to instruction
• With a lecture
• As a follow up to readings
Application: Questions to Ask
about an Artwork
• THEME
–
–
–
–
–
What do you notice?
What’s going on here?
Who are the central subjects in this work?
Is there a focal point? If so, what is it?
If there are people, how do their positions or
expressions help us understand what this work is
about?
– What message does the artist wish to send?
Application: Questions to Ask
about an Artwork
CONTENT:
This work was created in ____. What do we
know about what was going on at that time?
This work was made by people who lived in the
_____. Do you think the materials or colors
used in this work have anything to do with
where the person lived? How so?
• Why did the artist choose this subject?
Application: Questions to Ask about
an Artwork
• EMOTION/MOOD:
– Why did the artist choose this or that color?
– What kind of form or lines are used? Do you get a
sense of movement?
– How does lighting help the artist convey his/her
message?
– Is there a lot happening in this work?
– How does this work make you feel?
Follow up Classroom Activities
Using Art for EBD
• Design your own
quilt square: use
symbols
Music as an Instructional Tool
PURPOSES FOR MUSIC AS
INSTRUCTION
• Create a mood
• Conducive to
Learning by Association
PURPOSES FOR MUSIC AS
INSTRUCTION
• PROVIDE CONTEXT CUES FOR
LEARNING
• DEVELOP ORAL OR WRITTEN
LANGUAGE SKILLS
•TO FORMULATE AND/OR EXPRESS
ONE’S MEANING OF LIFE
• Listen to music with lyrics
• Discuss musicians’ point of view
• Pick out the words artist used to express philosophy
about any of these areas
• Pick out examples artist used to express philosophy
• Think about own philosophy
• List words/expressions to reveal the philosophy
• List examples of what you mean
It’s Like That
• Crime is soaring at a record high. People
coming, people going. People want to die.
Don’t ask me. Because I don’t know why,
but it’s like that. And that’s the way it is.
People in the world try to make ends meet.
To try to find car, train, bus or feet. I said
you’ve got to work hard to walk to your
beat. It’s like that. And that’s the way it is.
Huh!
It’s Like That
• Money is the key to end all your woes: Your ups,
your downs, your highs and your lows. Won’t
you tell me the last time that love bought your
clothes? It’s like that, and that’s the way it is....
• You should have gone to school. You could
have learned your trade. But you lay in the bed
where the bums have laid. Now all the time
you’re crying that you’re underpaid. It’s like
that, (what?) And that’s the way it is.
ACTIVITY--MAKE A RAP SONG FOR A DoRule for Students with AD/HD
Make a rhythm with
different instruments
1. DO STAY ON TOPIC When Talking or Entering Groups
2. DO SET DEADLINES 1 Day Earlier--Create Urgency
3. DO ASK QUESTIONS When You Don'T Know What to Do or When You Want
Some Control
4. DO PLAN FOR WAIT TIME
5. DO STICK TO THE FACTS: What Happened and How Am I Going to Fix It.
6. DO DECIDE WHAT PART OF THE PROBLEM IS YOURS and What Part Is
Not
7. DO ASK FOR PRAISE When You Are Pleased With Your Own Behavior or
Performance
•MEMORY STRATEGIES
RAP SONG
“It’s Tricky This piece is my recital.
I think it’s very vital.
To rap a rhyme that’s right on time is tricky.
It’s tricky, tricky, tricky, tricky.
Here we go!
Each try to rap a rhyme--to rap a rhyme
That is right on time is tricky.
It’s tricky, tricky, tricky, tricky.
Troubleshooting for EBD
• Establish clear rules about use of instruments
– when they may be used
– how long one person/group can use them
– what constitutes appropriate use
• Use inclusionary time-out as consequence