Week 6: Tying things together

Review

• Multiple Intelligence• Extending the classroom• Role of lesson plans• Facets of understanding• Blooms taxonomy• Motivation

Review

• Chickering and Gamson• High expectations• Intentionality• Scaffolding• Sequencing• Teaching formats

Review

• Personal theory of teaching and learning

• ZPD• GRASPS• WHERETO• Connecting/relating

3 R’s

• Repetition• Review• Reflection

Enables richer connections and associations

Varied Instructional activities

• Lecture• Discussion• Q & A

Varied learning activities

• Group work• Collaborative assignments• Self-exploration• PBL

Classroom extensions

• Labs• Guest/experts• “field trips”• Technology

Diversity and focus

• Approach must align with intent• Diversity ensures multiple

encounters with “big ideas”

Seamless

Outcomesteaching/learningassessment

Seamless

• Tied to “larger systems”: program, department, college

Teaching

• Has origin in activity• Has target in completion• Is holistic – related to a

field/department or discipline

Learning is

• What we enable students to do based on guidance, direction, resources, encouragement, and patterns of a field

Learners require

• Freedom/choice• Personal relevance• Practical, hands-on work• Various levels of support• Personalization• Connections to prior knowledge• Basics needs met first (security,

trust)

Motivation

• Keller’s ARCS: – Attention, – relevance, – confidence, – satisfaction

Motivation

• Internal/external• Social, cognitive, emotional• “locus of control” – attribution• Maslow’s hierarchy of needs

Intervention

• Capitalize• Compensate• Correct

Adaptations

• Input• Output• Quality• Quantity• Rate• Scaffolding

Providing feedback

• Feedback is a teaching process• Positive, corrective• Task-focused• Language specific• Observation: Situation: Your

interpretation: Negotiation: Suggested changes.

• Involve students

• Practice feedback

Journal

• What is the muddiest point for the course?

Portfolio

• Should be able to complete all activities EXCEPT: 3, 10, 14