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June 24, 2013Today’s agendaIntroductions, group expectationsOverview syllabusReview curriculum designsLearning styles and surveysReview chapter 1 on UbD and DI

Essential Questions for today’s session:

What are the expectations and assignments for this course?

How does Effective Instruction fit into the EDMA program?

How do teachers use Learning Styles in Effective Instruction?

How will UbD integrate with DI?

Course Objectives Examine current theories and research-based literature to

understand multiple components of effective instructional practice

Demonstrate the ability to plan instruction, utilizing a lesson design model

Create an instructional plan that addresses a curricular objective by using multiple instructional strategies

Plan instruction using critical and/or creative thinking processes that deepen learning and increase rigor

Adapt lessons to differentiate instruction for groups of students with differing abilities as determined by assessment data

Demonstrate the ability to monitor student learning during a lesson and adjust instruction accordingly

Icebreaker Activity!As a group at your tables, think of four

things you all have in common. Next, think of the people who play

different roles in your cohort. Who are they and what are their “roles”. Example: who’s the caretaker? Worrier? Jokester? Justifier? Sharer?

Lastly, list the strengths and weaknesses of your cohort. What do I need to know about your group?

Setting Norms for ClassAt your tables, come up with three to four

“norms” (expectations) you want for our class.

Example norms from my PLC: The Knuckleheads’ We agree to:Start our meetings on time and end on time.Share at least one idea at each meeting.Listen to one another, respect each other’s ideas.Participate in discussions, be willing to share, keep sidebar

conversations on topic.Stay positive, no complaining unless a solution can be

offered.

Clock PartnersPlease fill in your clock with a different

person at each time. Try to find at least one person you haven’t

worked much with to be on your clock.

Share your questions and opinionsChoose a place to start. Please have no more

than 2 people at each place. At my signal, you will move clockwise around the room.

At each topic, please write in at least two of the boxes. (Carousel)

Review CurriculumWhat is the definition of curriculum? (Pair

Share at tables)What characteristics does an effective

curriculum have? (Talking Chips-whole group)

Look at the characteristics we listed. How does a well-designed curriculum benefit students? Discuss with your 1 o’clock partners. Be prepared to share one or two ideas connected a characteristic.

Curriculum poemsPuzzle activity: With your 3 o’clock partner,

you will create a “Who am I” poem to describe the curriculum type.

Reflect: Which type of curriculum do you prefer? What does that say about you as a learner? As a teacher?

Learning Styles…Do they exist? On the strategy guide, write

down your belief before we begin the video. As the video plays, write down statements in which you agree or disagree. When the video is finished, I will give you a few minutes to fill in the evidence/support boxes. Then we will discuss the videos. (Discourse circle/Save the Last word for me)

Video: Learning Styles Don’t Exist (video 1 and 2) Topic: _________________________________________ Name: _________________________________________

Preview/Review: Write down your beliefs about learning styles and their place in the classroom.

Record: (Make notes from the video in which you..) Be prepared to support your notes with evidence. I Agree… (statements/opinions) Here’s why…(evidence/support)

I Disagree… (statements/opinions) Here’s why…(evidence/support)

Whole class: Discuss-Save the Last Word For Me.

Reflect! How has the discussion added, strengthened, or changed your initial belief?

Characteristics of Learners Learning Styles Preview!www.xtranormal.com

Visual LearnersRemember written directions well.

Need to see material to learn it.May be artistic.May have difficulties focusing on lectures if there are few visuals.

Auditory Learners Very good at remembering what

they hear.May have difficulties remembering things that they have read. Also may have difficulties reading and/or writing.Can find it hard to read facial and body language.

Tactile/Kinesthetic Learners Need hands-on/active learning

(touch and movement).Don’t require instructions to assemble something.Can have difficulties if have to remain seated for a long period of time.May be athletic.

Learning style survey

Connecting Multiple Intelligences and Multiple Learning Styles

Visual (spatial). You prefer using pictures, images, and spatial understanding.

Aural (auditory-musical). You prefer using sound and music. Verbal (linguistic). You prefer using words, both in speech and

writing. Physical (kinesthetic). You prefer using your body, hands and

sense of touch. Logical (mathematical). You prefer using logic, reasoning and

systems. Social (interpersonal). You prefer to learn in groups or with

other people. Solitary (intrapersonal). You prefer to work alone and use self-

study.Multiple Intelligence survey

Connecting Brain research to Multiple Learning Styles

Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style.:

During WWI scientists began drawing conclusions on how the brain functions and what parts of the brain controls what. When shrapnel would enter parts of the brain, scientists would observe what part of human functioning was impeded. During WW II, scientists were able to confirm these studies.

Learning Styles assignment#1 ______ Learning Style Survey Find a Learning Styles survey that could be administered to your class

in the fall. Bring a copy of the Learning Style survey or the print the first page of the survey if it is found online. From the survey, describe how you will organize the data you collect.

  ______ Analyze Your Teaching Style with your Learning Style Participate in a Learning Style Survey. Identify your learning style and

analyze its impact on your teaching style. What trends or patterns to do see? How do you design curriculum to include all learning styles? What could you add or change in your teaching to be more varied in your delivery of curriculum?

______ Parent InformationCreate a product (Brochure, letter, or other) that explains

the significance of understanding their child’s learning preferences. Give study tips for homework related to their learning preference. One product may be made that includes all three learning styles or separate products can be made for each learning style. The product should be word-processed.

______PresentationBe prepared to share your findings, student survey, and

brochure. Explain how you include or will include more learning styles in one or more areas.

Total __ out of 10

Understanding by Design (UbD) and Differentiated (Responsive) Instruction (DI)

UbD and DI Focus on four elements:

Whom they teach (students)Where they teach (learning environment)What they teach (content)How they teach (instruction) 

 

UbD focuses on what we teach and what assessment evidence do we need to collect. Its primary goal is to guide student learning and how and what we teach to make students successful.

 DI focuses on whom we teach, where we

teach, and how we teach.Its primary goal is getting teachers to focus on

processes and procedures to ensure effective learning for varied individuals.

Activity: Axioms and the supported corollaries

Partner with your 5 o’clock partner. (Jigsaw). Read the axiom and corollaries. Find in the scenario the connection between Mr. Axelt’s actions and the axiom and corollaries. Frame your thoughts by thinking about these guiding questions:

What the students do in the lesson/unitHow Mr. Axelt designs the lesson/unitHow Mr. Axelt delivers the lesson/unitIn sharing with us, please include the following:

axiom and corollaries, one-two word generalization that sums up the axiom (title), and examples of how Mr. Axelt demonstrated understanding of the axiom. Your group may choose how you present to us.

Weekly Reading assignmentsIn each session, we will discuss the chapter

assigned for the week. Please come prepared with two or three points from the week’s reading: (Socratic method)

Ah ha moments: (Wow, I never thought of it that way.)

Right on moments: (He got that right!)Really moments: (The author has got to be

kidding!)Question moments: (Why? All I can say is

why!)

For Wednesday’s sessionPlease read chapter 2 for our next session.Assessment #1 is due July 3.