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DSST Core Instructional Practices. The Art and Science of Teaching. Guitar & Violin by Picasso. Technique: Classroom Culture Becca Meyer. “The more technique you have, the less you have to worry about it. The more technique there is, the less there is.” Picasso

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Dsst core instructional practices

DSST Core Instructional Practices

The Art and Science of Teaching


Guitar & Violin by Picasso


Technique classroom culture becca meyer
Technique: Classroom CultureBecca Meyer

“The more technique you have, the less you have to worry about it. The more technique there is, the less there is.”

Picasso

“It’s the little details that are important. Little details make big things happen.”

John Wooden


Technique nicole najmy 6 th grade science
Technique: Nicole Najmy6th Grade Science

Look for:

  • What techniques does Nicole use to create a powerful learning culture in her classroom?

  • How does this culture allow her to maximize learning for her students?


Share out
Share Out

  • How does this clip reinforce some of the techniques and strategies that you are already using?

  • What are some new techniques that this clip encourages you to try?


Stop jot
Stop&Jot

Jot down:

  • One technique you’ll try tomorrow

  • Three “little details” that can make “big things happen” in your classroom culture


Student engagement attention kathleen dyer
Student Engagement/Attention: Kathleen Dyer

Brain Rules Rule #4: Attention

We don’t pay attention to boring things.

Brain Rules Rule #5: Short-Term Memory

Repeat to remember.


From attention short term memory to retention long term memory
From Attention (Short-Term Memory) to Retention (Long-Term Memory)

  • Stop & Jot: Jot down some of the techniques you use to help students move knowledge and/or skills from short-term to long-tem memory.

  • Turn & Talk: Share your list with the person sitting next to you.


From attention to retention
From Attention to Retention Memory)

Brain Rules Rule # 6: Long-Term Memory

Repeat to remember.

Learning occurs best when new information is incorporated gradually into the memory store rather than when it is jammed in all at once (Medina 133).

Read pp. 132-133 from Brain Rules


Memory techniques
Memory Techniques Memory)

Share Out:

Based on this passage from Brain Rules, which of your techniques does neuroscience support? Why?


Brain rules repeat to remember
Brain Rules Memory): Repeat to Remember

  • Rule: The way to make long-term memory more reliable is to incorporate new information and repeat it in timed intervals (Medina 147).

  • Technique: Spiraling

    Consciously go back over essential information many times to ensure it is incorporated into long-term memory.


Brain rules memory environment
Brain Rules: Memory)Memory & Environment

  • Rule: “You can improve your chances of remembering something if you reproduce the environment in which you first put it into your brain” (Medina 119).

  • Technique:

    Show highlights of a PowerPoint seen months before: ask students to explain images.


Brain rules encoding
Brain Rules: Memory)Encoding

  • Rule: “The more elaborately we encode a memory during its initial moments, the stronger it will be” (Medina 119).

  • Technique: Students role play to employ different foreign policy strategies in order to help new information encode deeply.


Role play theodore roosevelt
Role Play: Theodore Roosevelt Memory)

Roosevelt’s Big Stick Policy-

  • negotiate where possible, use force when necessary

  • The U.S. as an “international policy power”


Mastery check results
Mastery Check Results Memory)

  • Average on spiraled terms (review): 90%

  • Average on terms introduced in lesson: 69%

  • Average on new terms used in role play: 77%


Breakout sessions remember to repeat
Breakout Sessions: Memory)Remember to Repeat

  • History: Room 105

  • English: Room 136

  • Science: Room134

  • Math: Room 135


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