laura machuca 2013 training. 1. and products 2.brain-based learning and 5e model 3.sheltered...
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Laura Machuca 2013 Training
1. and products
2. Brain-based Learning and 5E Model
3. Sheltered Instruction Strategies
1. and products
2. Brain-based Learning and 5E Model
3. Sheltered Instruction Strategies
AGENDA
4. Navigate /
5. Instructional Model and Best Practices in Instruction
4. Navigate /
5. Instructional Model and Best Practices in Instruction
Recess Recess
6. Lesson Plan workshop
7. Lesson Plan Sharing
8. Conclusions and Questions
6. Lesson Plan workshop
7. Lesson Plan Sharing
8. Conclusions and Questions
30 min.30 min.
1:00 hr.1:00 hr.
15 min.15 min.
1:15 hr.1:15 hr.
and are based on brain research that takes advantage on how people utilize their left and right brain hemispheres to attain long lasting knowledge and skills.
Introductory Video
https://www.dropbox.com/s/xmehyx8skqdbj5h/Video_Planeando_una_Leccion_con_Comprendo_v5.2.mp4
PK-K
K-3
Up to 500 English-Spanish media pieces
Over the network district implementation
700 vocabulary words800 printable activities3000 formative
questions
1. Engage
2. Explore
3. Explain
4. Elaborate/ Extend
5. Evaluate
5 E Learning Model
and are based on brain research that takes advantage on how people utilize their left and right brain hemispheres for learning.
How people learn
1. Learn through senses and motion
2. Represent reality by symbols using their imagination and emotions
3. Use logical and critical thinking
4. Apply their knowledge and language
Effective learning occurs if students:
products support neural development and enhances the interdependent and integrated functioning of the left and right brain hemispheres to attain long lasting knowledge and skills.
How people learn
BRAIN RULES by John Medina
2. We are better at seeing patterns and abstracting the meaning of an event than we are at recording details.
3. Emotional arousal helps the brain learn.
4. Brain needs repetition to remember. The information is remembered when it is elaborated, meaningful, and contextual.
5. The way to build long-term memory is to incorporate new information gradually and repeat it in timed intervals.
6. Stressed brains do not learn the same way.
7. Stimulate more of the senses at once.
8. Vision is by far our most dominant sense.
9. We can recognize and imitate patterns because of “mirror neurons” across our brain. www.brainrules.net
1. Exercise boosts brain power.
Sheltered Instruction Strategies and 5 E Model
Four Levels of Learning (1)
(1) MT Aldrete based on Bloom’s Taxonomy
How people learn
and are based on brain research that takes advantage on how people utilize their left and right brain hemispheres for learning.
Effective instructional design & pedagogy
Expanding teacher capacity Written & performed by native
Spanish-English speakers Academic Vocabulary Reinforcement Songs, Music, Printable Materials
and Formative Questions
¡Quiero bailar!
What Makes Sparkito and Comprendo! Different?
AGENDA
1. and products
2. Brain-based Learning and 5E Model
3. Sheltered Instruction Strategies
1. and products
2. Brain-based Learning and 5E Model
3. Sheltered Instruction Strategies
4. Navigate /
5. Instructional Model and Best Practices in Instruction
4. Navigate /
5. Instructional Model and Best Practices in Instruction
Recess Recess
6. Lesson Plan workshop
7. Lesson Plan Sharing
8. Conclusions and Questions
6. Lesson Plan workshop
7. Lesson Plan Sharing
8. Conclusions and Questions
30 min.30 min.
1:00 hr.1:00 hr.
15 min.15 min.
1:15 hr.1:15 hr.
Let’s see for PK-K
20132013https://www.dropbox.com/s/69zelyu622lv9sl/Video_Tutorial_Sparkito_General_v2.mp4
Let’s see a video to navigate
https://www.dropbox.com/s/86hr8jvwubt7s2o/VideoTutorial_Comprendo_General_v1.flv
The Instructional Model
1) Engage students
with Compren oor!
“Sing & Learn” lessons
2) Explore through imagination
3) Reinforce vocabulary
4) Check for understanding
using interactive or printable
student activities
(Explain & Elaborate)
5) Evaluate using Comprendo’s formative assessments.
* Content is available in English and Spanish
Best Practices in
1. State Objectives, pose Questions, and define Academic
Vocabulary
2. Choose Comprend/ /o appropriate resources.
3. Engage and connect to prior knowledge or experiences.
4. Hands-on activities using five senses, promoting interest
and joy in learning.
5. Promote and develop academic language and thinking
skills throughout the lesson. Students listen, visualize,
repeat, and write vocabulary.
6. Explore using multisensory approaches.
7. Teacher explains concepts. Students respond orally or in
writing using complete sentences.
8. Students share new knowledge in the whole group,
bilingual pairs, or table groups.
9. Students elaborate activities and expand concepts by
applying new learning, using academic language, posing
questions and answers.
10.Teacher guides, monitors, and evaluates.
Best Practices in
AGENDA
1. and products
2. Brain-based Learning and 5E Model
3. Sheltered Instruction Strategies
1. and products
2. Brain-based Learning and 5E Model
3. Sheltered Instruction Strategies
4. Navigate /
5. Instructional Model and Best Practices in Instruction
4. Navigate /
5. Instructional Model and Best Practices in Instruction
Recess Recess
6. Lesson Plan workshop
7. Lesson Plan Sharing
8. Conclusions and Questions
6. Lesson Plan workshop
7. Lesson Plan Sharing
8. Conclusions and Questions
30 min.30 min.
1:00 hr.1:00 hr.
15 min.15 min.
1:15 hr.1:15 hr.
Protocol Part 1:
1.Select the topic and present it on each of the 5 days for ten minutes without interrumpting the video.2.Work with the vocabulary (repeat, identify and read) with the whole group of students. Teacher encourages students to repeat.3.Each student writes short sentences using the vocabulary words and makes drawings (using nouns and adjectives). Examples: Los seres vivos/ Living things4.Make graphic organizers or mental maps with the key words and drawings, or pasting images and using phrases. Work in small groups or with the students grouped in tables (use ompendo! activities). 5.Students work in bilingual centers. The students explain verbally what they know about the topic using their mental maps and ask questions to their respective pair (turn and talk), or to the teacher.
Protocol Part 2:
6.The teacher may pause the video in order to explain and ask questions to the whole group.7.Students will construct sentences according to the complexity expected in each grade and to the progress of each student.8.In pairs, each one writes 3 questions in his/her first language and the other needs to answer them (Questions and answers).9.Do activities by pairs in the bilingual centers.10.Each student writes several sentences and organizes them in paragraphs by categories and keeping them in order. Starting in 2nd grade, the student will learn to start with an introduction, topic development and conclusion.11.Teacher evaluates by asking questions to the students. The students answer quick verbal and written exams.
