SIS Nov 16, 2018 Magic

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The Magic of Excellent Teaching:

The Magic of Excellent Teaching Steve Barkley November 2018

The Magic of Excellent Teaching:

The Magic of Excellent Teaching While great teaching can generate magical results from students, there exists a set of skills that effective teachers implement to create the magic. These skills are often present unconsciously, but they can be consciously practiced, coached and internalized to increase student learning. Areas explored include: verbal communication skills, non -verbal communication, questioning strategies, motivation and classroom management, and instructional strategies. You can examine your current teaching and select areas for conscious practice and implementation.

Slide3:

Quality While quality is difficult to define precisely, it almost always includes caring for each other, is always useful , has always involved hard work on someone’s part and when we are involved with it as either a provider or a receiver, it always feels good. Because it feels so good, I believe all of us carry in our heads a clear idea of what quality is for ourselves . Quality , Trust, and Redefining Education by William Glasser , M.D., Education Week , May 13, 1992

Slide4:

An Environment of Learning Caring Useful Hard work – Feels Good Above and Beyond WOW!

Slide5:

Teacher’s Skills Verbal Nonverbal Questioning Motivation/Discipline Instructional Options

Slide6:

The Art of Teaching

Verbal Skills:

Verbal Skills Verbal Non-verbal Questioning Motivation/Discipline Instructional Options Agenda – uncover and know Supportive – positive, empathy, support, approval Problem-solving – keep, share, and give decision-making

Conscious Practice:

Conscious Practice Confirmatory Paraphrasing Positive Phrasing Reframing This Photo by Unknown Author is licensed under CC BY-SA

Slide9:

INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

Slide10:

ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar Questions for Life PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics Row 1: Gathering Information

Slide11:

INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique Questions for Life Row 2: Working with Information

Slide12:

IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Row 3: Taking Action

Questions for Life:

Questions for Life G Perceptions Generalizations Induction

Questions for Life:

Questions for Life G Perceptions Generalizations Perception Perceptions Perceptions Analysis

Questions for Life:

Questions for Life Perception Perception Same/Different

Questions for Life:

Questions for Life Friends A B

Questions for Life:

Questions for Life G G Generalization Generalizations Induction Insight G G

Questions for Life:

Questions for Life Appraisal / Evaluation (Same/Different)

Questions for Life:

Questions for Life 3 2 1 Summary Process 1. Gather Perceptions G G 2. Analysis ( Mindmap ) 3. Appraisal 1,2,3, etc. (Rank) 4. Summary

Questions for Life:

Questions for Life Evaluation Do you believe a difference is possible? (Why/Why not?)

Questions for Life:

Questions for Life The Creative Process Collection Incubation Illumination Verification

Questions for Life:

Questions for Life Prediction +

Slide23:

INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

Learning Styles:

Learning Styles Rotate Empower This Photo by Unknown Author is licensed under CC BY-SA-NC

Sensory Preferences:

Sensory Preferences Do you want to… hear it? see it? feel it? do it?

Visual 35-40% of population :

Visual 35-40% of population Learns by seeing Reading, observation, viewing pictures Quiet Writes, doodles

Auditory 10-15% of population:

Auditory 10-15% of population Talkative Speaking and listening Small discussion groups Thinks aloud Sounds

Kinesthetic 25-30% of population :

Kinesthetic 25-30% of population Learns by doing Physical involvement Movement of large muscles Action, learns in body

Tactual 15-25% of population:

Tactual 15-25% of population Learns thru subtle sensations Feelings, mood, relationship Small motor muscle movement

Clues to Sensory Styles:

Clues to Sensory Styles Eye movements Verbs

Perceptual & Organizational Preferences:

Perceptual & Organizational Preferences

Abstract:

Abstract Perceives symbols, concepts. Recalls words, representations Likes numbers, acronyms. Deals in thoughts, concepts.

Concrete:

Concrete Perceives & notices real world. Real objects, physical movement. Relates to emotions, colors, sounds. Deals in reality

Slide34:

S A G C Organizational Perceptual Real Apple Color Photo Abstract Painting Written Word Spoken Word Spoken Description

Where are you on a continuum? :

Where are you on a continuum ? Abstract Symbols Concepts, Ideas Words Numbers Thoughts Concrete Real objects Physical Senses Emotions Movement Visuals

Global:

Global Free association Big picture Intuitive leaps Arrives at conclusions without knowing steps Random

Sequential:

Sequential Step-by-step Logical Linear Methodical Organized

Where are you on a continuum?:

Where are you on a continuum? Global Big picture Flexible Nonlinear Unconventional Diverse Holistic Intuitive leaps Large chunks Sequential Step-by-step Order Closure Linear Logical Predetermined Systematic Small pieces

Slide39:

AS AG CG CS Organizational Continuum Perceptual Continuum Concrete Sequential part by part procedures step by step directions real world things Abstract Sequential discuss, read compute numbers sequentially and analyze verbally do things in their head Concrete Global trial/error real world in random discovery method of learning Abstract Global discuss ideas, concepts, pattern, associations play with words create metaphors

Tic-Tac-Toe:

Tic-Tac-Toe 1 2 3 4 5 6 7 8 9

Slide41:

Round 1 Round 2 Round 3

Slide42:

GASC — Teaching Strategies Concrete/Sequential field trips organized step-by-step, with a goal structured, hands-on materials such as models structured demonstration lessons simulations that follow the rules using step-by-step directions to complete a task using concrete materials and following directions ____________________________________ ____________________________________ Abstract/Sequential lectures, with questions and answers in a step-by step progression audiotapes and/or videotapes in a step-by-step sequence almost all textbooks presenting logical thought and constructions explaining theories through deductive reasoning programmed instruction ___________________________________ ____________________________________

Slide43:

GASC — Teaching Strategies Abstract/Global open-ended think sessions group discussions allowing think time for reflections before beginning a project or assignment allowing students to make intuitive leaps using the synthesis process to allow students to get an “Aha!” optional reading assignments _________________________________ _________________________________ Concrete/Global optional assignments involving real things problem solving simulations open-ended, discovery-type field trips learning through trial and error and seeing real objects committee work on real projects discovery learning _______________________ ___________________________________ ___________________________________

Conscious Practice:

Conscious Practice Verbal Nonverbal Questioning Motivation/Discipline Instructional Options

Slide45:

Pre-observation Conference Observation Post-observation Conference

Collecting Observational Data in the Classroom:

Collecting Observational Data in the Classroom In the pre-conference, seek clarity of the focus of the observation. What question or concern is the teacher looking to answer or solve ? Identify what observational data you can collect that would be most valuable for the teacher. (teacher behaviors, student behaviors, both) Create a plan or process or template for recording. Confirm with the teacher.

Make the Magic (Learning) Happen:

Make the Magic (Learning) Happen Consciously Practice the Skills of Teaching

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