Tirp III Effective Instruction
- 1. TIRP III—SummerTIRP III—Summer Semester 2013Semester 2013 Class 1 Delivering Effective Instruction Barbara A.Toney
- 5. Review of BloomReview of Bloom Benjamin Bloom ◦ 1913-1999 ◦ Professor and Psychologist ◦ University of Chicago ◦ Did most of his work in the middle of the last century ◦ 1948-53, he and colleagues developed Bloom’s taxonomy
- 6. Bloom’s WorkBloom’s Work Bloom’s research concluded that: ◦ Teachers used questions from the knowledge category 80-90% of the time ◦ Knowledge questions are not bad, but using them all of the time is bad ◦ Teachers should try to use higher order level of questioning to encourage higher order level of thinking skills ◦ These questions require “more brain power” and a more elaborate and extensive answer
- 7. KnowledgeKnowledge Recall of data Memorization, listing, defining, naming Can be a foundation for much learning Provides a basis for higher levels of thinking but is rote in nature
- 8. From GoldilocksFrom Goldilocks Who was Goldilocks? Where did she live? With whom? What did her mother tell her not to do? All Goldilocks examples are from the website “Teacher’s Corner”
- 9. ComprehensionComprehension Ability to grasp ideas Explain or restate ideas Translate Interpret
- 10. GoldilocksGoldilocks This story was about_________? (Topic) The story tells us _________? (Main Idea) What did goldilocks look like? What kind of girl was she?
- 11. ApplicationApplication Using the material in new situations Using information, ideas, and skills to solve problems Selecting information and applying it appropriately
- 12. GoldilocksGoldilocks How were the bears like real people? Draw a picture of what the bear’s house, the path in the forest, etc. Why did goldilocks go into the house?
- 13. AnalysisAnalysis Suggests separating items or material into component parts Separating ideas and information into component parts Then showing relationships between parts
- 14. GoldilocksGoldilocks How did each bear react to what Goldilocks did? How would you react? Compare Goldilocks to one of your friends
- 15. SynthesisSynthesis Putting together separate ideas into new wholes Putting separate ideas into new and unique form This is where innovation takes place
- 16. GoldilocksGoldilocks Do you know any other stories about boys or girls who escaped from danger? List the events of the story in sequence Draw a cartoon story about bears. Do they act like humans?
- 17. EvaluationEvaluation Ability to judge the worth of material against stated criteria Involves reviewing and asserting evidence. Facts, and ideas, then making appropriate statements and judgements The highest level in this arrangement
- 18. GoldilocksGoldilocks Why were the bears angry with Goldilocks? Would you have gone into the bear’s house? Why or why not? Why would a grown up write a story like this for children: What do you think she learned by going into that house?
- 19. Which of these 4 cities do you thinkWhich of these 4 cities do you think is the highest risk for a terroristis the highest risk for a terrorist attack? Explain your reasoning.attack? Explain your reasoning. New York City San Francisco Colorado Springs Washington, DC
- 20. Getting attention, The hookGetting attention, The hook What background information do you have to have before you can answer this question? Next step: “OK, you’ve justified your answers with the knowledge you currently possess. Let’s do some research to find out if your arguments hold up.”
- 21. Which of these 3 cities do youWhich of these 3 cities do you think is most in danger of a forestthink is most in danger of a forest fire?fire?Pueblo Aspen Colorado Springs
- 22. Acquiring New KnowledgeAcquiring New Knowledge The only way to work in background knowledge into the classroom is to change how we allocate time. If 100% of time is spent on the current unit there’s no time to create background info.
- 23. Acquiring New KnowledgeAcquiring New Knowledge One solution is 10%-80%-10% 10% priming for upcoming units 80% on current learning 10% revising and bringing up prior learning Tie this in with 10-24-7
- 24. WIIFMWIIFM What will I learn or be able to do by end of lesson? Why do I need to learn this concept or skill? How will it help me now and future? What do I already know about this? How have I experienced it before? How does this connect with what I already know?
- 25. Examples of pre-exposureExamples of pre-exposure Summer reading list Course overview Posters with upcoming information Advance Organizers An experience of their own
- 26. Priming and Activating PriorPriming and Activating Prior KnowledgeKnowledge Build background knowledge in small chunks so so how they fit into bigger picture. This is part of 10%
- 27. The Amazing The Amazing Adventures of Teddy Adventures of Teddy and Big Bill and Big Bill
- 28. Taft vs. TR: What Do You Think? 1.Which one would you rather have as your president? Why? 2.Which man seems to have a greater interest in social programs, such as helping poor people? 1.Which man is more trustworthy?
- 30. Learning StylesLearning Styles There are at least fifty major theories regarding learning styles. How many learning styles are there? What we know for sure is that students learn in different ways, teachers teach in different ways and there are often mismatched students and teachers. For our purposes we are going to discuss three: Visual, Auditory, and Kinesthetic
- 31. Examples of Learning TheoriesExamples of Learning Theories Multiple Intelligences Behaviorism Piaget’s Developmental Theory Neuroscience Brain-based Learning Learning Styles Right Brain, Left Brain Thinking Communities of Practice Control Theory Constructivism Social Cognition Observational Learning
- 32. The Visual LearnerThe Visual Learner Visual Verbal Learning style ◦ Best when information is presented visually and in a written language format ◦ Benefits from an instructor who uses a chalkboard, overhead, PowerPoint, provides handouts, outlines ◦ Tends to like to study by him/herself in a quiet room ◦ Tend to use textbooks ◦ Often see information “in your mind’s eye” when you are trying to remember something ◦ Takes notes in class ◦ Likes to “watch” the class
- 33. The Visual LearnerThe Visual Learner Teaching the Visual/Verbal Learner ◦ Make use of “color coding”. Use highlighters and different colors to categorize written information ◦ When teaching information presented in diagrams or illustrations, write out explanations for the information ◦ When teaching mathematical or technical information, write out in sentences and key phrases the presented information. When a problem involves a sequence of steps, write them out in detail ◦ Use printouts or outlines for review
- 34. The Visual LearnerThe Visual Learner The Visual Non-verbal Learner ◦ Learns best when information is presented in a picture or design format ◦ Benefits from instructors who use visual aids such as film, video, maps, and charts ◦ Benefits from pictures and diagrams in books ◦ Tends to like to work in a quiet room and may not like to work in study groups ◦ When remembering something, can often visualize a picture of it in the mind ◦ May have an artistic side that enjoys activities having to do with visual art and design
- 35. The Visual LearnerThe Visual Learner Teaching the Visual Non-verbal Learner ◦ When teaching mathematical or technical information, make charts to organize the information. When a math problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence ◦ As much as possible, translate words and ideas into symbols, pictures, and diagrams ◦ Color—highlighters, color code information, flashcards (with color) ◦ Limit the amount of information per card so that the learner can “picture” the information in the mind
- 36. The Kinesthetic LearnerThe Kinesthetic Learner The Kinesthetic or Tactile Learner ◦ Learns best when physically engaged in a “hands on” activity. ◦ Benefits from lab situations where materials can be manipulated to learn new information ◦ Benefit from instructors who encourage in-class demonstrations ◦ Benefits from field work outside of classroom ◦ Move from station to station ◦ Likes to assist in creating charts and diagrams on large paper
- 37. The Kinesthetic LearnerThe Kinesthetic Learner Teaching the Kinesthetic-Tactile Learner ◦ Sit near the front of the room and take notes throughout the class period ◦ When studying, likes to walk back and forth with textbook , notes, or flashcards in hand and read the information out loud ◦ Provide something to hold or touch, a model, a lab experience ◦ Field trips ◦ To learn a sequence of steps, such as a math sequence, have steps on 3x5 cards and have student arrange them in sequence on a table top ◦ Practice putting the cards in order until it becomes automatic ◦ Use graphic organizers, tables and charts
- 38. The Auditory LearnerThe Auditory Learner The Auditory/Verbal Learner ◦ Learns best when information is presented in oral language format ◦ Benefits from listening to lecture ◦ Benefits from participating in group discussions ◦ Audio tapes ◦ When trying to remember something “can often hear the way the teacher said something” ◦ Learns well when interacting with others in a listening/speaking exchange
- 39. The Auditory LearnerThe Auditory Learner Teaching the Auditory/Verbal Learner ◦ Study groups or a study buddy ◦ When studying by him/herself often talks out loud to aid recall ◦ Read notes or text outloud ◦ Likes to tape lectures for replay ◦ Group activities that involve discussion of ideas ◦ Oral question and answer session
- 40. Multiple IntelligencesMultiple Intelligences Theory developed by Dr. Howard Gardner, professor of education at Harvard University in 1983. It suggests the traditional notion of intelligence, based on IQ testing is too limited. He proposes eight different intelligences to account for a broader range of human potential.
- 41. Multiple IntelligencesMultiple Intelligences Linguistic (word smart) Logical-Mathematical (number-reasoning smart) Spatial (picture smart) Bodily-Kinesthetic (body smart) Musical (music smart) Interpersonal (people smart) Intrapersonal (self smart) Naturalist (nature smart)
- 42. Multiple IntelligencesMultiple Intelligences Dr. Gardner says our schools and culture focus mostly on linguistic and logical mathematical intelligence. We esteem the highly articulate or logical people of our culture. He says we should also value the artist, the architect, musician, naturalist, designer, dancer, therapist, entrepreneurs, and others who enrich the world in which we live. Many children are gifted in these other areas.
- 43. Multiple IntelligencesMultiple Intelligences Many gifted children do not receive reinforcement or encouragement to develop those gifts. Many gifted children end up labeled as under achievers, learning disabled, etc. when their unique ways of thinking and learning are not addressed in a heavily linguistic or mathematical classroom. The theory of Multiple Intelligences proposes that teachers be trained to present lessons in a wide variety of ways including music, cooperative learning, art activities, role play, inner reflection, and multimedia.
- 44. Multiple IntelligencesMultiple Intelligences The good news is that more and more schools and teachers are redesigning the way children are being taught. The bad news is that there are many who still use the same limiting worksheets, lectures and textbooks. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences.
- 45. Bodily-Kinesthetic IntelligenceBodily-Kinesthetic Intelligence Entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Gardner sees mental and physical activity as related. Physical exercise, Mime, Sports, Creative Dance, Role Play, Physical Gestures, Drama, Martial Arts,
- 46. Linguistic IntelligenceLinguistic Intelligence Involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Reading, vocabulary, formal speech, journal, creative writing, poetry, verbal debate, story telling, impromptu speaking.
- 47. Interpersonal IntelligenceInterpersonal Intelligence Concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, leaders, and counselors need a well developed interpersonal intelligence. Giving feedback, cooperative learning, collaborative skills, receiving feedback, group projects
- 48. Intrapersonal IntelligenceIntrapersonal Intelligence Entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. Silent reflection, emotional processing, focusing and concentration skills, higher order reasoning, complex guided imagery
- 49. Musical/Rhythmic IntelligenceMusical/Rhythmic Intelligence Involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. Rhythmic patterns, vocal sounds and tones, music composition, percussion vibrations, singing, music performance
- 50. Visual/Spatial IntelligenceVisual/Spatial Intelligence Involves the potential to recognize and use the patterns of wide space and more confined areas. It is the ability to create visual representations and understand information from visual and mental pictures. Active imagination, drawing, painting, designing, pretending, sculpting, pictures, color schemes, visual patterns
- 51. Naturalist IntelligenceNaturalist Intelligence The ability to understand the patterns of the natural world. This intelligence was added to the theory in 1997. This intelligence has to do with the ability to relate to animals, grow plants, and have a sensitivity to their place in the environment. Collecting and analyzing, outdoor educational activities, recognizing and classifying, kinesthetic activity
- 52. Logical-Mathematical IntelligenceLogical-Mathematical Intelligence Consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. Abstract symbols, number sequences, calculation, deciphering codes, problem solving, pattern games, forcing relationships
- 53. Multiple IntelligencesMultiple Intelligences We are not one type of intelligence but a blend of all of the intelligences in unique combinations. We have strengths in certain areas and weaknesses in others. Our students are also a blend of these intelligences and we try to design our lessons to accommodate the learning styles of all or our students.