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Teaching in Large Classes. Research . Research Bibliography Our advantages Project Based Learning Alternative Assessment Planning time Technology. Planning, planning, planning. Room arrangements. Instructional Strategies. Cooperative Learning Layered Curriculum On-line presence

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Presentation Transcript
research
Research
  • Research
  • Bibliography
  • Our advantages
    • Project Based Learning
    • Alternative Assessment
    • Planning time
    • Technology
instructional strategies
Instructional Strategies
  • Cooperative Learning
  • Layered Curriculum
  • On-line presence
  • Automating teacher functions
co operative learning overview
Co-operative Learning Overview
  • P ositive Interdependence
  • I ndividual Accountability
  • G roup processing
  • S mall group skills
  • FACE to face interaction
positive interdependence
Positive Interdependence
  • Students work together to attain a common goal. They succeed or fail together.
individual accountability
Individual Accountability
  • Individual student performance is assessed and the results are reported to not only the individual but to the group. Each student contributes to the group's effort.
group processing
Group Processing
  • Students reflect upon what was learned, how it was learned and how well the group functioned.
small group skills teamwork
Small Group Skills/Teamwork
  • Students must work together to reach goal. Students must attain skills for group to function successfully.
face to face interaction
Face to Face Interaction
  • Students are put into heterogeneous learning teams of 2 to 6 members. Teams are seated to facilitate interaction. Team building allows the members to become promotive of each other's learning.
layered curriculum

Layered Curriculum

Five steps to Project based, Differentiated Instruction

1 give the students the assignment options
1) Give the students the assignment options
  • Giving the students the assignment options and rubrics ahead of time
  • Provide a variety of options that will allow the students to master the topic. Include products catering to different learning styles and levels of technical proficiency
divide the unit assignments

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Divide the unit assignments
  • Each layer should represent a depth of study on the topic.
c layer
C Layer
  • Basic knowledge, understanding.
  • Low level of technology
  • The student builds on his/her current level of core information.  
  • Worksheets, maps, reading, lecture, vocabulary games and puzzles (Quia/funbrain), basic powerpoint, flash cards, Timeliner, image collage, summaries, etc.  
b layer
B Layer
  • Application or manipulation of the information learned in the C layer.
  • Problem solving or other higher level thinking tasks can be placed here.
  • Research, commercials, hyperlinked powerpoint with appropriate media, creation of database, interaction with “real world” activities, writing assignments involving persuasion, small cooperative learning projects, web page or electronic textbook, etc.
a layer
A Layer
  • Critical Thinking and Analysis.
  • This layer requires the highest and most complex thought as well as the most technical ability.
  • Team video production, web page for teaching other classes, research and evaluation of web resources on a topic, etc.
resources
Resources
  • Books
  • http://www.help4teachers.com/index.htm
  • http://differentiatedinstruction.com
automating your classroom
Automating your classroom
  • Laptops are a huge advantage when you begin to shift towards a student centered classroom
  • Class web page
  • Video Streaming
  • Microsoft Producer
automating teacher functions lecture discussion
Automating teacher functions (lecture, discussion)
  • Lecture
  • Blackboard
    • Grading
    • Discussion Boards
    • Make up work