EDTE 408 Principles of Teaching

1. EDTE 408Principles of Teaching Session 2 Dimensions of Learning: An Overview

2. Board Work • Share your definition of teaching and your definition of learning with your teammates. Use the following process: • Working as an individual, review your definitions (making any changes you want in pencil) until you get at least two team members at your table. • After you have 2-3 team members at your table, go around the table and read your definitions of teaching. • After every team member has read her/his definition discuss any similarities or differences you noticed. • Next have each person read his/her definition of learning. • Now discuss any similarities between your definitions of teaching and your definitions of learning. • Place your definitions in the communication folders in the center of your table.

3. Instructional Strategies and Programs

4. Student Focused

5. The Five Dimensions

6. Learners’ Questions • Do I feel accepted? • Am I comfortable? • Am I safe? • Is this information useful or interesting to me? • Can I do this? • Do I know what is expected?

7. Think-Pair-Share • Think of a situation when you were a learner and your attitudes and perceptions influenced your learning, either positively or negatively. • Share your experience with your north/south partner.

8. Attitudes and Perceptions • About Classroom Climate • Feel accepted by teachers and peers • Experience a sense of comfort and order • About Classroom Tasks • Perceive tasks as valuable and interesting • Believe they have the ability and resources to complete tasks • Understand and be clear about tasks

9. Yellow represents the yolk of an egg. Dimension 2 is the center core of further instruction. Acquire and Integrate Knowledge

10. Acquire and Integrate Knowledge DeclarativeProcedural Construct Meaning Construct Models Organize Shape Store Internalize

11. The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to a lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is complete, you arrange the materials into different groups again. Then you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is part of life.

12. Doing Laundry The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to a lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is complete, you arrange the materials into different groups again. Then you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is part of life.

13. Acquire and Integrate Knowledge DeclarativeProcedural Construct Meaning Construct Models Organize Shape Store Internalize

14. Old Lady and Young Lady

15. Acquire and Integrate Knowledge DeclarativeProcedural Construct Meaning Construct Models Organize Shape Store Internalize

17. Extend and Refine Knowledge Comparing Classifying Abstracting Inductive Reasoning Deductive Reasoning Constructing Support Analyzing Errors Analyzing Perspectives

18. Fun and Enjoyment • Fun and enjoyment are similar because they both _______________________________. • Fun and enjoyment are different because fun is ___________________________ and enjoyment is ________________________.

19. Extend and Refine Knowledge Comparing Classifying Abstracting Inductive Reasoning Deductive Reasoning Constructing Support Analyzing Errors Analyzing Perspectives

21. Use Knowledge Meaningfully Decision Making Problem Solving Invention Experimental Inquiry Investigation Systems Analysis

22. Comparing Classifying Abstracting Inductive Reasoning Deductive Reasoning Constructing Support Analyzing Errors Analyzing Perspectives Decision Making Problem Solving Invention Experimental Inquiry Investigation Systems Analysis THREEFOUR Should they be taught more frequently? When? By Whom?

24. Critical Thinking Be accurate and seek accuracy Be clear and seek clarity Maintain an open mind Restrain impulsivity Take a position when the situation warrants it Respond appropriately to others’ feelings and level of knowledge Creative Thinking Persevere Push the limits of your knowledge and abilities Generate, trust, and maintain your own standards of evaluation Generate new ways of viewing situations that are outside the boundaries of standard conventions Habits of Mind • Self-Regulated Thinking • Monitor your own thinking • Plan appropriately • Identify and use necessary resources • Respond appropriately to feedback • Evaluate the effectiveness of your actions

25. Am I actively seeking accuracy in the information I am receiving? not active very active 0 1 2 3 4 Am I actively seeking clarity in the information I am receiving? not active very active 0 1 2 3 4 Am I maintaining an open mind about information I am receiving? not open very open 0 1 2 3 4  Am I stopping to think before I speak or act? Am I restraining impulsivity? not stopping stopping 0 1 2 3 4  Am I actively taking and defending positions when such action is warranted? not active active 0 1 2 3 4  Am I responding appropriately to the feelings and level of knowledge of others? not responding appropriately responding appropriately 0 1 2 3 4

26. Am I persevering even when the task becomes difficult, or am I withdrawing? withdrawing persevering 0 1 2 3 4  Am I pushing myself to my limits, or am I coasting? coasting pushing 0 1 2 3 4  Am I continually identifying standards that I want to meet? not identifying continually identifying 0 1 2 3 4  Am I continually trying to see the situation in new and unique ways? not trying continually trying 0 1 2 3 4

27. Am I aware of my thinking about what I am trying to accomplish? not aware very aware 0 1 2 3 4 Have I made a plan for what I want to accomplish? no plan complete plan 0 1 2 3 4 Have I collected all of the resources that I need? no resources all necessary resources 0 1 2 3 4 Am I seeking out and responding appropriately to feedback about my actions? not responding appropriately responding appropriately 0 1 2 3 4 Am I evaluating how well this is going and what I would do differently next time? not evaluating always evaluating 0 1 2 3 4

28. Think-Pair-Share • Suppose there is a school in which the report card students take home includes only these 15 habits of mind. These are the only things for which students receive actually grades; the curriculum stays the same. Students are given assignments and feedback on how well they are doing, but grades are limited to these 15 habits of mind. Would you want to work at this school? Why or why not? Think about this, pair up with your north/south partner and share your thoughts.

30. Closure: Think-Pair-Share • North South Partners • One of you is partner A; the other partner B • Spend a little time reflecting on what you learned today. • A’s – Identify and briefly describe each of the five dimensions of learning. • B’s – After your “A” partner has described a dimension, identify one thing that was clear, or validating, and one thing that was perhaps confusing, or of concern. • Be prepared to share your thoughts with the whole class.