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Teaching and Learning in the. Classroom: Implementing the 3™ Model . Dr. Judith Smith, Designer. Teaching and Learning in the Classroom. Why do you want to learn? - Post on the chart. - Compare answers. . Needs for Learning. Purpose Prior Knowledge Trusting Relationships.

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Presentation Transcript
slide1

Teaching and Learning in the

Classroom:

Implementing the 3™ Model

Dr. Judith Smith, Designer

needs for learning
Needs for Learning
  • Purpose
  • Prior

Knowledge

  • Trusting Relationships
establish a purpose
Establish a Purpose
  • Motivate for future use of knowledge.
  • Stimulate and challenge.
  • Connect to parent expectation/ pride.
connect to prior knowledge
Connect to Prior Knowledge
  • Connect to other subjects / interests.
  • Connect to students’ cultures.*
  • Connect to prior experiences

/ real life experiences.

EXAMPLES

slide8

The French historian Henri Blet claimed: "Frenchmen have never adopted racial doctrines affirming the superiority of whites over men of color."

slide9

Yet France, like other European powers, was an active participant in the transatlantic slave trade and developed a colonial empire that systematically subordinated blacks to whites.

slide10

Persons of color came to France in the late 19th and early 20th century. As in prior centuries most worked as servants, although artists and intellectuals also settled in France or stayed for extended periods.Prominent 20th Century visitors were preceded by Ira Aldridge in 1867; Frederick Douglass in 1886; Mary Church Terrell, who repeatedly visited between 1888 and 1921; and Booker T. Washington in 1899.

slide11

Many 20th-century black musicians, writers, and artists experienced France as a haven of racial tolerance.W. E. B. Du Bois fell in love with France during visits in 1894, 1906, and in 1918, when he was sent by the NAACP to investigate anti-black prejudice in the American forces in France during WWI.

slide12

Josephine sang in six languages:

Portuguese

Spanish

German

English

Hebrew

French

slide13

Leading African American writers in Paris included Langston Hughes, Walter White, Jean Toomer and Gwendolyn Bennett.During the 1950s James Baldwin joined other prominent African American writers -Richard Wright and Chester Himes- and settled in France.

slide16

Voces

Langston Hughes hermano

hermano de raza

y también por ser hombre

y humano,

mi admiracíon te alcanza.

Pilar Barrios, Piel negra,

p. 37, Uruaguay

Black Writers in Latin

America, Richard Wright

UNM Press, 1979

slide17

Langston Hughes (1902-1967Langston Hughes worked as a teacher, seaman, columnist, and poet. His poems used jazz and Black folk rhyme to expose social injustice and frustration. He learned Spanish while visiting/living with his father in Mexico. During the Spanish Civil War, he was Madrid correspondent to a Baltimore paper (Afro-American). During the war he escaped capture by posing as Moroccan. His fluent Spanish saved his life.

build trusting relationships
Build Trusting Relationships
  • Content -Teach me about my

history and culture.

  • Context - Create positive learning environment for me.
  • Process - Teach me using my

learning style(s).

slide19
Content (My History?)
  • Context (Learning Environment?)
  • Process (Learning Styles?)
registers of language
Registers of Language
  • Frozen - Always the same (Lord’s Prayer)
  • Formal - Word choice of school or work
  • Consultative - Formal conversation pattern
  • Casual - Language between friends
  • Intimate - Lovers, twins, or sexual harassers
impact of language register on minority and poor children
Impact of Language Register on Minority and Poor Children
  • Majority do not access formal register at home
  • Many cannot use the formal register
  • State tests written in formal register
  • Formal register needed for well-paying job
  • Casual register uses non-verbal assists
discourse patterns in formal and casual register
Discourse* Patterns in Formal and Casual Register
  • Formal - Pattern is straight to the point
  • Casual - Pattern goes around and around
acquisition and learning
Acquisition and Learning
  • Acquisition (immersion in, and constant interaction with that language) is the best and most natural way to learn.
  • Learning (the direct teaching of a language) is usually at the more meta-cognitive level.
  • Double impact when teaching the formal register of a second language to students who do not know the formal register of their primary language
needs for managing a classroom
Needs for Managing a Classroom
  • Establish and Implement Routines
  • Develop and Post
  • Classroom Rules
  • Sequence Steps During Instruction
establish and implement classroom routines
Establish and Implement Classroom Routines
  • Teach routines through structured activities
  • Demonstrate and model

expected behaviors

  • Check for understanding through guided practice
write post and communicate classroom rules
Write, Post, and Communicate Classroom Rules
  • Develop 4 to 6 positive rules with the class
  • Compose rules in positive command format using 4 to 6 words
  • Post and refer to the rules

in the classroom

sequence steps in the lesson
Sequence Steps in the Lesson
  • Develop and share lesson objective(s) with students
  • Connect to students’ prior
  • knowledge/ experience
  • Model or demonstrate the skill, process, or strategy with concrete examples
sequence steps in the lesson con t
Sequence Steps in the Lesson (Con’t)
  • Students complete direct choice activity

with teacher’s directions

  • Teacher provides feedback / re-teaches if needed
  • Students demonstrate what they have learned by practicing then applying
needs for effective discipline procedures
Needs for Effective Discipline Procedures
  • Set /communicate rewards and consequences
  • Offer students options when rules/procedures are violated
  • Implement rewards/

consequences consistently

set and communicate rewards and consequences
Set and Communicate Rewards and Consequences
  • Post rewards and consequences in the classroom
  • Set reward /consequence to align with level of the offense /positive behavior
  • Communicate rewards/ consequences with students
offer options consistently
Offer Options Consistently
  • Provide options for students - rewards and punishments
  • Record positive behavior on reward charts
  • Catch students being good / on task
implement rewards consequences consistently
Implement Rewards/ Consequences Consistently
  • Show objectivity when giving rewards/ and consequences
  • Speak slowly, monotone voice, using few words in giving options / consequences
  • Impose consequences in a positive manner to train students in responsibility
assessment and evaluation
Assessment and Evaluation
  • Assess/ test in the format in which the information was taught
  • Score tests/ assessments objectively using rubrics
  • Inform students of the levels in the rubric
use resources in the building
Use Resources in the Building
  • Communicate frequently with the principal and other support staff
  • Talk / plan with other teachers to maintain/ improve student behavior
  • Plan integrated/ interdisciplinary units in in collaboration with other teachers