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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
slide5

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.
slide8

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.
slide9

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.
slide11

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?
slide18
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)
slide21
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)
slide22
In 1976 I wrote a searing examination of politics and black-white relations in the novel Meridian. (10)
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?

slide34

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
slide36

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
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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