ED 270

8 different techniques to actively engage students

- make it meaningful - allow students 5-7 seconds of "think time" when asking a question - incorporate movement - embrace collaborative learning - embrace positive teacher-student relationships - think/pair/share - 10:2 method - quick draw

Logical- Mathematical(Howard Gardner - Multiple Intelligence)

- reasoning, calculating - they think conceptually, abstractly and are able to see and explore patterns and relationships - like to experiment, solve puzzles, and ask cosmic questions - can be taught through logic games, investigations & mysteries - they need to learn and form concepts before they can deal with details

Musical (Howard Gardner - Multiple Intelligence)

- shows sensitivity to rhythm and sound - loves music - may study better with music in the background - can be taught by turning lessons into lyrics, speaking rhythmically, and tapping out time *Tools include: musical instruments, music, radio, stereo, CD-ROM, multimedia*

Interpersonal (Howard Gardner - Multiple Intelligence)

- understanding, interacting with others - learn through interaction - have many friends, empathy for others, street smart - can be taught through group activities, seminars, dialouges

what are the 3 domains of learning?

Cognitive, Psychomotor, Affective

What are Howard Gardner's Multiple Intelligences?

Musical, Visual-Spatial, Linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic

Anxiety

a general term for several disorders that cause nervousness, fear, apprehension, and worrying

Visual-Spatial (Howard Gardner - Multiple Intelligence)

- aware of their environment - likes to draw, do jigsaw puzzles, read maps, daydream - can be taught through drawings, verbal and physical imagery *tools include: models, graphics, photographs, drawings, 3D modeling, video, tv*

Naturalistic (Howard Gardner - Multiple Intelligence)

- interested in growing plants, taking care of animals or studying animals/plants - physical/emotionally adverse to pollution - intense interest in learning about nature - dramatic enthusiasm when in contact with nature - aware of changes in weather

intrapersonal (Howard Gardner - Multiple Intelligence)

- understands one's own interests & goals - tend to shy away from others - in tune with their inner feelings - have wisdom, intuition, motivation, strong will, confidence,opinions - most independent learners

Bodily-Kinesthetic (Howard Gardner - Multiple Intelligence)

- uses the body effectively (ex. dancer or surgeon) - keen sense of body awareness - they like movement, making things, and touching - communicate well through body language - like to be taught through physical activity, hands-on learning, acting out, role playing

Linguistic (Howard Gardner - Multiple Intelligence)

- using words effectively - having highly developed auditory skills and often thinks in words - likes reading, playing word games, making up poetry or stories - can be taught by encouraging them to say and see words or reading books together *tools include: computers, games, multimedia, books, tape recorders, and lecture*

what can teachers do to help a student with anxiety?

1.Stay patient and remain positive 2.Get the student to breathe deeply 3.Take the class outside 4.Give the child extended time on a test 5.Get the student in contact with the guidance counselor 6.Give the student a "cool down pass" to allow them to silently/anonymously give themselves a break 7.Gratitude notes (reminds students that they are doing a great job)

Problems associated with dysgraphia

Affects Fine Motor Control: being able to coordinate small muscle movements in fingers and other parts of the body (cannot tie shoes, zip zippers, use scissors, hold a pencil correctly, etc.) Affects Visual Processing: being able to notice and recall similarities and differences in colors, shapes and patterns (cannot clearly space words, letters, numbers and shapes, cannot write on or between the lines, cannot read and understand maps, etc.) Affects Planning and Organization: being able to organize thoughts and express them coherently in writing (cannot recall key information and important details for writing, cannot think of words to write, cannot use correct syntax and grammar while writing)

create (Blooms Taxonomy)

challenges students to engage in creative and original thinking ex. "construct a tower that is one foot tall using only four blocks" *these questions invite students to produce original ideas and solve problems*

logical consequences

consequences that are intentionally planned by teachers and administrators Examples: • You Break It, You Fix it: children take some responsibility for fixing, as best they can, any problem or mess they have created. (Ex. One child accidentally knocks into another on the playground. She stops, apologizes and offers to help the other child get up) • Loss of Privilege: Students will lose a privilege in the classroom (ex. A student waves scissors around. She loses the use of scissors for the remainder of the art period) • Time-Out or Take a Break: a student who is on the verge of losing control and beginning to disrupt and disturb their own and others ability to learn is asked to leave the scene and "take a break". The student may return when he or she appears to have regained controls and is ready to participate in a positive way

Punishment

enforces compliance with the rules by using external controls or authoritarian discipline •While punishment is effective in stopping the misbehavior of the moment, punishment does little to increase student responsibility •Punishment often leads to feelings of anger, discouragement and resentment, and an increase in evasion and deception.

Problems Associated with ADHD

inattention, hyperactivity, calling out, leaving their seat, interrupting activites, etc.

what are each of the levels of blooms taxonomy?

knowledge, understand, apply, analyze, evaluate, create

name the components of a lesson plan

objective, motivation, standards, knowledge of students, active engagement, assessment, instruction, questions

Natural consequences

outcomes that happen as a result of behavior that is not planned or controlled. (ex. If a student cuts in front of another student in line, the other child won't play with the "cutter" at recess) *The teacher did not plan or control this consequence, but he or she may discuss and help students predict natural consequences to encourage them to see the connection between their choices and what happens to them*

cognitive

refers to mental skills used in the process of acquiring knowledge

affective

refers to the manner in which a person learns through emotional behavior (ex. feelings, values, appreciation, enthusiasms, motivation and attitude) * most difficult to teach*

psychomotor

refers to the physical movement, coordination, and use of motor skills in learning

Analyze (Blooms Taxonomy)

requires students to break down something into its component parts ex. "explain the function of the liver in the body" *this requires students to identify reasons, causes, or motives and reach conclusions or generalizations*

evaluate (Blooms taxonomy)

requires students to make judgements about something ex. "defend why you think dogs are better than cats" *these questions do not have a right answer*

Knowledge (Blooms Taxonomy)

requires students to recall information ex. "describe what happened to jewish people during the holocaust"

strategies to help a child with ADHD

seat the student away from windows, give them something to play with at their desk, use visuals, etc.

Apply (Blooms Taxonomy)

students take information they already know and apply it to a new situation ex. explain why the leaves change colors during the fall

Understand (Blooms Taxonomy)

the way in which ideas are organized into categories ex. "differentiate between an independent variable and a dependent variable"

How can child abuse affect children?

•Can cause anxiety, depression, low self-esteem, withdrawal, PTSD, and a persistent fear in children •Students can end up self-harming, eating disorders, alcohol and drug use, absent from school a lot

how to help a dyslexic child in the classroom

•Check that the child wrote the homework down correctly (also try to ensure that the appropriate worksheets and books are with the child to take home) •Make sure that messages and day to day classroom activities are written down and never sent verbally •Make a daily checklist for the child to refer to each evening •Encourage good organizational skills by the use of folders and dividers to keep work easily accessible and in an orderly fashion •Break tasks down into small, easily remembered, pieces of information •Seat the child fairly close to the teacher so that the teacher is available to help if necessary

what can teachers do if they have a child that is being abused?

•Report it •Do not treat the child differently from the rest of the class •Maintain consistency and keep a routine in the classroom •Respect and maintain the students privacy •Develop a sense of belonging in the classroom where the students can feel included and accepted •Respect the child's personal space

how anxiety affects the classroom

•Untreated anxiety can lead to poor performance in school •Affects the child's concentration