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‘ Play ’ the slide show. ...in order for the links (underlined text) to be usable Most pages advance by clicking anywhere, but if the word next is present, click that. EDWN 600. Instructional Design and Classroom Management. Margaret Foss, Ph.D.

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‘ Play ’ the slide show

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  1. ‘Play’ the slide show • ...in order for the links (underlined text) to be usable • Most pages advance by clicking anywhere, but if the word next is present, click that.

  2. EDWN 600 • Instructional Design • and Classroom Management

  3. Margaret Foss, Ph.D. • Available at margaret@norda.com or margardenlady@gmail.com • During business hours (715) 869-3331 or 532-6084

  4. Topics for this weekend • The Context of Teaching • Communication skills • Role of the Wisconsin Department of Public Instruction • Introduction to Wisconsin Teacher Standards • Wisconsin Academic Model Standards, Common Core Standards, especially Disciplinary Literacy • Child development • Intellectual • Social/Moral/Emotional • Bloom’s taxonomy and domains of learning • Motivation • Lesson planning

  5. Communication • General purpose • Home/school connections

  6. Communication • Who are we communicating with? • What is our message? • How often should I initiate communication? • What kind of responses do I expect? • What impression do I want to make?

  7. Communication with families • PTA - Harvard Research Project • Read and report out on your segment of the document: • What is most important • How can we use this in our classrooms?

  8. Child Development • Cognitive, Emotional, Social, Moral

  9. Cognitive development • Jean Piaget (1896-1980) • Four stages of development • Based on observations of children • Tasks - classic activities to demonstrate the cognitive skills

  10. Four stages of Development

  11. Vygotsky • Social Constructivism • Scaffolding!

  12. Intelligence • Fluid intelligence • Crystallized intelligence • Can you modify your intelligence? • Check out this article when you have a chance • Dual N-back

  13. Bloom’s Taxonomy of thinking skills

  14. Maslow’s Hierarchy of needs

  15. Social-Emotional Development • Erik Erikson - 8stages • In your group, make a poster showing the Erikson model, using graphics or descriptions of each stage

  16. Moral Development • Piaget: Morality of Constraint/Morality of Cooperation • Kohlberg: 6 stages • Pre-conventional: Punishment; Back scratching • Conventional: Good kid; Law & order • Post-conventional: Social evaluation; Ethics • Gilligan: (similar to Kohlberg) • Individual survival - Self-sacrifice and social conformity - Morality of nonviolence • More info

  17. Grade level activity • In a small group: • Read through the slips • Sort them into the appropriate grade levels • There should be 4 slips for each grade level • Compare your sorting with another group • Next

  18. Developmental Characteristics of Students Assignment • Using the ideas we have discussed about developmental characteristics, consider the age your unit is designed for -and- • Write a paragraph about what you’d expect intellectually • Write a paragraph about what you’d expect from them socially/morally/emotionally • Briefly discuss how your activities fit these and help students grow academically

  19. Styles and controls Learning Styles • VAKT - most well known • More info • Multiple Intelligences • More info

  20. Lesson planning

  21. Standards Based Education • Wisconsin Department of Public Instruction • Subject Area Standards: • Wisconsin Model Academic Standards • Disciplinary Literacy: • Common Core State Standards • Benchmarks - some examples from WI schools • article to discuss

  22. Using the disciplinary literacy standards • Using the copy of the CCSS reading standards for disciplinary literacy • Select 2-3 of the standards that you will be able to develop in your classroom. • Write the alphanumeric code for the standard and discuss with your group how you might include these skills in your content area

  23. Lesson Planning • Many different models, common components: • Beginning - get attention • Middle - procedural steps • End - pulling it together • An online way to keep track: Planbook

  24. Good lessons: • Generate more student involvement than teacher demonstration • Include some simple recall and comprehension goals, but strive to apply and analyze information too • Are linked to prior knowledge

  25. Some terms/components • Anticipatory set • Objectives • Modifications • Materials • Assessment • Try your hand at planning a lesson with the template • Trade papers and devise 2 questions about your partners plan • What would you need to know to teach this lesson? • next

  26. 10 lesson unit • Unit general info: • Grade level • Topic(s) • Overarching goal • WMAS & CCSS • 10 Individual lessons: • Objective (s) • Procedure - detailed steps, even small scripts perhaps • Materials

  27. Where am I at? • Please write brief notes on each bullet: • What ideas were interesting/new? • What additional information would I like? • How can I use these ideas? • after Communicationafter Development

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