Teacher dial sessions 10/19, 11/19, 4/6


In the 1990’s we added 1 of 2



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In the 1990’s we added 1 of 2

  • Conflict resolution
  • Peer mediation
  • Aids and HIV awareness
  • CPR
  • Death education
  • Computers and the internet
  • Inclusion
  • Tech prep
  • School to work

In the 1990’s we added 2 of 2

  • Gang education
  • Bus safety
  • Water safety
  • Bike safety
  • Gun safety

In the 2000’s, we added

How much time has been added?

  • !

Conclusions

  • Teachers must know their content standards, essential questions, enduring understandings and what they want their students to know, understand, and be able to do;
  • Teachers must be willing to eliminate or combine standards; better to be selective than superficial!
  • Tomlinson 08
  • Readiness
  • Interest
  • Learning Profile
  • Content
  • Range of books showing application of big ideas to varied fields
  • Teaching in varied modes (auditory, visual, kinesthetic, analytical, practical, creative
  • Process
  • Tiered activities, Small group instruction,
  • Mini-workshops,
  • Flexible use of time
  • Expert groups,
  • Jigsaw,
  • Application options,
  • Interest centers
  • Product
  • Tiered products,
  • Personal goals,
  • Varied resource options,
  • Varied check-in requirements
  • Use of student interests in teacher product design,
  • Let’s Make a Deal options,
  • Complex Instruction,
  • Varied expression options,
  • Culture-/gender-
  • based choices
  • Tomlinson 08
  • How Can We Be More Flexible With:
  • Teaching
  • Time
  • Materials & Tasks
  • Groups
  • Space
  • Allow students to move ahead in texts & with skills
  • Provide reading & web material at different levels
  • Meet with students in small groups to re-teach or extend
  • Provide space for peer collaboration
  • Stop often for student sharing and questions
  • Provide 2nd opportunities for mastery
  • Use contracts, tiering, mini-workshops, etc.
  • Use cue walls, help boards, word walls
  • Use past student work as models
  • Allow drafts to be turned in early for teacher review
  • Use computer programs for review & extension
  • Use homogeneous work groups (esp. for adv. Learners)
  • To Address Readiness
  • Tomlinson 08
  • How Can We Be More Flexible With:
  • Teaching
  • Time
  • Materials & Tasks
  • Groups
  • Space
  • Attach key understandings to student interests
  • Use interest-based materials
  • Use interest-alike groups
  • Devote some space in the room to student inquiry
  • Share your interests & how key ideas & skills relate to them
  • Make time for student-generated inquiry (e.g. Orbitals)
  • Focus RAFTs journal prompts, perf. tasks, etc. on interests
  • Use student expert-groups
  • Make space available for student collaboration
  • Invite students to co-teach on interests
  • Conclude lessons with “so what” time
  • Use Jigsaw groups
  • Use interest centers or boards
  • To Address Interests
  • Tomlinson 08
  • How Can We Be More Flexible With:
  • Teaching
  • Time
  • Materials & Tasks
  • Groups
  • Space
  • Present in multiple modes (visual, auditory, demonstration)
  • Provide time to work alone and time to work with peers
  • Use Analytical, Creative, & Practical Applications
  • Have quiet space available
  • Give students advance signals/cues to prompt thinking
  • Honor student pace of working when possible
  • Provide both competition & collaboration
  • Use similar & mixed learning profile groups as part of flexible grouping
  • Ensure places to work without visual distractions
  • Use examples related to both genders & many cultures
  • Honor cultural perspectives on time
  • Use synthesis groups to express ideas in varied modes
  • Use an “independent study area”
  • To Address Learning Profile
  • Tomlinson 08



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