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Intellectual Challenge of Teaching. By: Julie Wethy. Expectations. What are you expectations of your students?

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Presentation Transcript
  • What are you expectations of your students?
  • Teachers who take responsibility for student learning recognize challenges students and their families face but are convinced that those challenges do not prevent learning and that a strong education will serve students (Sleeter, p.128)
  • Thinking outside the curriculum planning box
  • Creating high expectations for your students enables them to use higher thinking skills
  • Are the students engaged in lessons the lessons you are teaching or are they bored?
meet juanita
Meet Juanita
  • Juanita had high expectations of her students
  • She taught BEYOND the general teaching standards.
  • She equipped her students with the knowledge needed to meet her expectations
  • Juanita incorporates multicultural material where applicable.
  • Her students created six books on the computer over the course of the school year.
curriculum planning
Curriculum Planning
  • Bloom’s taxonomy is a helpful and useful planning tool.
  • Here are four questions to help you work through Bloom’s Taxonomy:
    • How does the unit as you have planned it so far, or as you have taught it before, address each of the six levels of Bloom’s taxonomy
    • How do the curriculum standards for the unit you are developing address the levels of Bloom’s taxonomy?
    • How does the books address the levels of Bloom’s taxonomy?
    • Using the Bloom’s taxonomy as a guide, if your students were to be prepared for college, what should they be learning in this unit that isn’t listed above?
mini university mona
Mini University - Mona
  • Mona’s 4th grade solar system unit in relationship to culture, academic expectations and Bloom’s levels of thinking
    • Students work from a syllabus, internet research, write reports in word documents, and use power point to create their presentations.
    • Her solar system unit was linked to literature and language arts
    • She organized students into cooperative groups according to knowledge and comprehension levels
    • She engaged students in learning and thinking across the spectrum of Bloom’s taxonomy.
enabling strategies
Enabling Strategies
  • Assist students in learning how to think more complexly than they do presently by themselves such as modeling
  • Believing that students need to learn facts and skills before they can go on to more complex ideas
  • Drilling students on the basics to prepare then for higher level work
  • Focusing less on the structure of disciplinary knowledge than on the process of knowing
  • Bridges students’ current academic performance with potential
  • Stage 1- building knowledge of the topic
  • Stage 2 – the teacher talks through text construction with students
  • Stage 3 – the teacher jointly constructs texts with students
  • Stage 4 – Students write independently
meet gina
Meet Gina
  • Discovery of the English Language Development (ELD)diet
  • The use of explicit instruction, scaffolding, and/or modeling in her Spanish classroom instruction
  • She teaches the students to create literacy analysis on books being read individually and as a class
possibilities and challenges
Possibilities and Challenges
  • Build relationships with your students and use the relationship built to model learning and enhance the teaching-learning process (Sleeter, p.145)
  • When you feel passionate about what you are teaching it is easy for students to get excited and become passionate about it too.
  • Set high expectations for your students
  • Look beyond what you think they can do and accomplish