Teaching SS midterm

What even is Akenson

1st Day classroom management

1st Day classroom management

1. Positive statements of expectations

2. NAMES → ask names, know names, and use names in comments

3. Establish listening requirements for students to follow when the teacher or other students is talking→ thank students for compliance

4. Introduce management cue→ thank students for compliance

5. establish hand raising →thank student for compliance

6. introduce class wide graphic for showing progress toward desire goal

7. Consistently use techniques throughout the class period

positive statement of expectation

- create this Both visually such as tally marks on the board and verbally

-do this at the start of class

introduce management cue

- break it down

- thank students for compliance

What is the C word?

CONSISTENCY

What is a a integrated text feature?

- graphic organizer

- they are a great teaching tool that can often be often online on in textbooks.

- or you can have students create their own

- all information in an integrated text feature is connected to each other element and is laid out in a way as to support the reader making correct connections

If students are asked to create their own integrated text feature they must…

be given an example

the elements of a integrated text feature are organized for two purposes

• to connect the information

• to assist the reader

Generic instructional model

• lesson has a board abstract goal

• lesson has measurable objectives that students will be able to perform at the end of the lesson

  • both goal and objectives are consistent with standards and TEAM rubric

• includes materials such as text books, work sheets, or online materials

• has an introduction that relates the lesson to the students and to the pervious lessons or the over all unit. it also tell the student what they are going to learn about and introduces objectives

• body of the lesson has students use a variety of materials, has students perform concrete actions, includes checks for understanding and push students to engage in higher order thinking

• Conclusion restates key points, asks students to show understanding one more time, and sets up the nest lesson or unit

terms common used in the goal of the lesson

understand, and appreciate

terms common used in the lesson objective

Pivot, list, group describe, identify, compare, contrast, analyze, synthesize, diagram,

• these are often followed by even more specific descriptors such as plot, point, and fill in Venn diagram that provide further clarity

Background knowledge

don’t assume students have it

• example: during a lesson of major cities in America do not assume that students know what a city is like

introductions should

relate to the student’s personal frame of reference or the what the student knows

During the body of the lesson students engage in

observable concrete actions

Checks for understanding are done through

- observable concrete actions

- student-teacher interactions

higher order thinking skills

- factual questions and information

- problem solving, analogies, comparison and contrast, analysis

Lesson preparation

1. objectives aligned with standards

2. clear objectives

3. materials prepared and organized

4. lesson plan is clear, concise, and complete

5. lesson is well timed, flows smoothly

6. encourages higher order thinking

7. conclusion engages students

Teacher’s monitoring of students

1. address all students

2. call on students by names

3. circulate throughout the classroom

4. students responses acknowledge (I will take that comment with a raised hand)

5. positive reinforcement used

Teacher performance

1. set effectively to engage students

2. learning exceptions clearly communicated

3. connection to real life experiences

4. clear direction, and instructions

5. define key concepts/ focus on vocabulary

6. Encourage higher order thinking

Resources

1. textbook

2. graphic organizers

3. workbook/ worksheet

4. technology

5. whiteboard or chalkboard

6. manipulatives

7. Music and art

8. visual internet

What is King?

Vocabulary

Postive repetion

• subset of positive reinforcement

• repeats directions & praises on task students

  Ex: thank you Marie for have your math textbook opened to page 62

Concrete actions from the lesson on Grant

1. point at Cookeville

2. pivot pen

3. point pen to Vicksburg

4. lay pen between vocab words on page

5. lay pen along the Mississippi river

6. draw common and proper noun graphic organizer on vocab sheet

7. draw arrows to if you think a vocab word is a proper noun or common noun

8. point at the teacher as he walks down the hallway or corridor

9. drawing pictures to represent Vicksburg and Port Hudson

10. Underlining the part of the word Vicksburg that gives you a clue as to what it is

1. Five reasons from chapter One of I See What You Mean why visual learning/graphic organizers are important.

1. Visual texts communicate certain information more clearly

2. Presents some information in a more concise, accurate and memorable way

3. Graphics fill in gaps information that words can not easily do

4. Summarizes and simplify information

5. helps students to develop the needed skill of visual literacy

6. Help to engage “not readers” or “reluctant reader”

7. useful in the teaching of science

8. help students to develop their research skills

dignifying the response

expressing total disagreement with something that was said by not even recognizing that anything has been said