Creating classroom environments to be active and maintain order rigor and effective outcomes
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Creating Classroom Environments to be Active and Maintain Order, Rigor, and Effective Outcomes. SAM 136 Instructors’ Seminar Professional and Academic Center for Excellence Marsha J. Harman, Ph.D. Critical Thinking Warm-Up.

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Creating classroom environments to be active and maintain order rigor and effective outcomes

Creating Classroom Environments to be Active and Maintain Order, Rigor, and Effective Outcomes

SAM 136 Instructors’ Seminar

Professional and Academic Center for Excellence

Marsha J. Harman, Ph.D.


Critical thinking warm up

Critical Thinking Warm-Up

  • In your teams, read the situation on the next slide. Create some questions to ask that can be answered with “yes” or “no.”

  • As each group rotates and asks questions to narrow the correct answer to the puzzler, cross out your duplicate questions and think of more.


When time stands still

When Time Stands Still

  • As a burglar reaches for something on the mantle, he accidentally knocks over a clock. It falls to the floor, breaks, and stops. The next morning, however, police aren’t able to determine what time the robbery took place. Why not?


Sam 136 coat of arms

SAM 136 COAT OF ARMS

  • Divide you coat of arms into six parts.

  • Using only symbols:

    • What is something that makes you happy about teaching SAM 136

    • Your greatest success to date in teaching SAM 136

    • Your greatest failure to date in teaching SAM 136


Creating classroom environments to be active and maintain order rigor and effective outcomes

  • Something you believe in so strongly that you would never budge regarding teaching in SAM 136

  • Something you want to accomplish in SAM 136 before the end of the semester

  • What three words do you want your students to use in describing you in SAM 136? (you may use words on this one).


  • You gain and maintain classroom control through

    You Gain and Maintain Classroom Control Through

    • your reputationfor effort, flexibility, and availability;

    • your reputation for firmness and fairness;

    • your knowledge of the content;

    • keeping the students focused and wanting to learn;

    • responding forcefully and fairly to challenges to your authority


    Effort flexibility availability

    Effort, Flexibility, & Availability

    • Try to learn their names, and say them.

    • Be in the classroom 15 minutes before class starts.

    • Start on time.

    • Encourage them, but avoid one-on-one or small-group rehashes. These create fairness issues, the bane of higher-level education.


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • If you depend on audiovisuals, part of your effort is the need for a back-up plan when they break.

    • Whenever a decision must be made, during class or outside, invite the students to take part.


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • You can tell how you're doing by watching the class.

      • Smiles and eager responses means you're doing well.

      • If there's a room full of frowns, or people looking at watches and the clock, say, "How are we doing? Too fast? Too slow? Seen this before?Got a better idea of what we could be doing?"

      • Listen to what they tell you. They are usually right.


    Firmness and fairness

    Firmness and Fairness

    • Explain why you've asked the class to do various things.

    • If there is something about the classroom that's unacceptable, don't tolerate it.

    • Keep as relaxed a classroom atmosphere as possible.


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • Fairness includes recognizing

      • good behavior and effort.

        • Say their names.

        • Praise them for good behavior.

        • Avoid sarcasm or shouting (indicates loss of control)


    Knowledge of content

    Knowledge of Content

    • Students will judge this (rightly) by your ability to answer their questions.

      • How you handle questions

      • Welcome all questions as they arise.

      • Requests for clarification

      • Off-topic questions

    • Start a lecture with an attention-grabber.

    • Finish with something about how they will use this material in the future


    Keep students focused on wanting to learn

    Keep Students Focused on Wanting to Learn

    • MUST be able to explain the content CLEARLY

    • With adult learners, use why, because, and you

    • Involve the class

    • Ask questions ranging from knowledge to evaluation on Bloom’s Taxonomy


    Bloom 1956 3 types of learning

    Bloom (1956): 3 Types of Learning

    • Cognitive: mental skills (Knowledge)

    • Affective: growth in feelings or emotional areas (Attitude)

    • Psychomotor: manual or physical skills (Skills)


    Levels of student thinking bloom s taxonomy

    Levels of Student ThinkingBloom’s Taxonomy

    • Evaluation

    • Synthesis

    • Analysis

    • Application

    • Comprehension

    • Knowledge


    Knowledge verbs

    Define

    Fill in the blank

    Identify

    Label

    List

    Locate

    Match

    Memorize

    Name

    Recall

    Spell

    State

    Tell

    Underline

    Knowledge Verbs


    Knowledge activities

    Knowledge Activities

    • Quiz Games

      • Jeopardy

      • Wait, Wait, Don’t Tell Me

      • Who Am I?

      • What’s Wrong with This Picture?


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    Research shows that early learning centers in which infants are trained with letter and number flashcards

    • A. produce children who learn to read and write earlier than their agemates.

    • B. may threaten infants’ interest in learning and produce responses much like those of stimulus-deprived infants.

    • C. often produce children who are classified as gifted during the elementary school years.


    Who am i

    Who Am I?

    • I was born in 1944 in Eatonton, Georgia, to sharecropper parents. (25)


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • I was educated at Spelman College and Sarah Lawrence College (20)


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • At a commencement speech at Sarah Lawrence College, I spoke out against the silence of that institution’s curriculum when it came to African-American culture and history. (15)


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • In 1976 I wrote a searing examination of politics and black-white relations in the novel Meridian. (10)


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • My most famous work is probably The Color Purple. (5)


    Who am i1

    Who Am I?

    Alice Walker


    Comprehension verbs

    Convert

    Describe

    Explain

    Interpret

    Paraphrase

    Put in order

    Restate

    Retell in your own words

    Rewrite

    Summarize

    Trace

    Translate

    Comprehension Verbs


    Comprehension activities

    Comprehension Activities

    • Graphic Organizers

    • Put in Correct Order


    Application verbs

    Apply

    Compute

    Conclude

    Construct

    Demonstrate

    Determine

    Draw

    Find out

    Give an example

    Illustrate

    Make

    Operate

    Show solve

    State a rule or principle

    Use

    Application Verbs


    Application activities

    Application Activities

    • Mind Maps

    • Create a

      • Cheer

      • Acronym

      • Mnemonic


    Mnemonic

    Mnemonic

    • Create a mnemonic that will help you remember the levels of student thinking in Bloom’s Taxonomy.


    Analysis verbs

    Analyze

    Categorize

    Classify

    Compare

    Contrast

    Debate

    Deduct

    Determine the factors

    Diagnose

    Diagram

    Differentiate

    Dissect

    Distinguish

    Examine

    Infer

    Specify

    Analysis Verbs


    Analysis activities

    Analysis Activities

    • Debate

    • What’s Wrong with this Picture?

    • Fishbowl

    • Categorize Movie Characters into Theory’s Stages


    What s wrong

    What’s wrong?

    Sidney is fourteen years old and very ill with Tay-Sachs disease. His African American family has prayed consistently in church for him, but he remains very ill. However, he continues to be very active on his school’s junior varsity team. He is even the quarterback when he is able and is hailed as the winningest quarterback in the school’s history.


    Fishbowl

    Fishbowl

    Should Representative Barton have apologized to BP CEO Tony Hayward for being required to set up a $20B escrow fund for oil spill damages?


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • Rep. Joe Barton told Hayward he was "ashamed" of the pressure the White House put on BP to create the $20 billion escrow fund to cover losses to victims of the spill. "I think it's a tragedy of the first proportion that a private corporation can be subjected to what I would call a shakedown," the Texan said. "In this case a $20 billion shakedown."


    Synthesis verbs

    Change

    Combine

    Compose

    Construct

    Create

    Design

    Find an unusual way

    Formulate

    Generate

    Invent

    Originate

    Synthesis Verbs


    Creating classroom environments to be active and maintain order rigor and effective outcomes

    • Design game-shows or the like to bring two or more students to the front of the room

    • What governs the attention given to your lectures?

      • Source of exam questions (specify it)

      • Choice of handout style (Do exams come from text or lectures or both?)


    More synthesis verbs

    Plan

    Predict

    Pretend

    Produce

    Rearrange

    Reconstruct

    Reorganize

    Revise

    Suggest

    Suppose

    Visualize

    Write

    More Synthesis Verbs


    Synthesis activities

    Synthesis Activities

    • Design a Menu

    • Pretend You Are the Committee…


    Committee work

    Committee Work

    • Pretend you are advisors to President Gaertner

    • Formulate a plan of action regarding how to encourage freshmen to develop study skills.


    Evaluation verbs

    Appraise

    Choose

    Compare

    Conclude

    Decide

    Defend

    Evaluate

    Give your opinion

    Judge

    Justify

    Prioritize

    Rank

    Rate

    Select

    Support

    Value

    Evaluation Verbs


    Evaluation activities

    Evaluation Activities

    • Rank from Least to Most Important


    Rank order from least important to most important

    Rank order from least important to most important.

    • Knowledge

    • Comprehension

    • Application

    • Analysis

    • Synthesis

    • Evaluation


    Bloom s taxonomy

    Bloom’s Taxonomy


    Respond forcefully and fairly to challenges to your authority

    Respond Forcefully and Fairly to Challenges to Your Authority

    • Anticipate the question

    • Anticipate the complaint

    • Have a Plan B


    Hecklers

    Hecklers

    • Hecklers tend to be misinformed; portray you as:

      • Radical Right crackpot

      • Radical Left crackpot

      • Close-minded dogmatist

      • Malicious oppressor of the human race

    • Your battle with heckler is for support of the audience


    Critical thinking break

    Critical Thinking Break

    • In your teams, read the situation on the next slide. Create some questions to ask that can be answered with “yes” or “no.”

    • As each group rotates and asks questions to narrow the correct answer to the puzzler, cross out your duplicate questions and think of more.


    Not so safe

    Not So Safe

    • A man keeps his expensive belongings in safes. No one has ever seen him enter a combination, and he has never written one down or told it to anyone. When he opens one of his safes, he is shocked to find everything stolen. The safe wasn’t damaged and had been locked, so how did the thief open the safe?


    Brief brainstorm

    Brief Brainstorm

    • Think about someone you view as an influence in your life.

    • Write three adjectives that would describe this person.


    What would your students say about you any chance it would be like this

    What would your students say about you? Any chance it would be like this?

    • http://www.youtube.com/watch?v=_1_MydgRFZw&NR=1


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