Teachworthy
Neuro-Nine Teaching Design RETAINING
*apply the new concept or to practice the new skill with aid & support as needed *correct misunderstandings before a student is held accountable
Elementary School Ages 5-8 (Middle Childhood Stage) Mental & Vocational Development
*around 7 begin to think logically *difficult time making choices & decisions *can follow simple reasoning *begin to form ideas similar to those of an adult *can group things that belong in one category *learn to write letters & numbers, often backward *at beginning of stage cannot read & write skillfully, by end become quite self-assured *form a basic understanding of numbers *understand the value & use of money *can think through their actions and situations *center learning experience around physical activity *curious about nature, things, & people *make collections of all kinds
Pre-elementary Ages 2-5 Physical Development
*become strong *start to look longer & leaner *jumps w/feet together *mature motor control *ball skills improve - throwing & catching *may be ready to learn to ride a bike by 4-5 *cuts on the line w/scissors
Ages 9 to 11 Mental Development
*begin to think abstractly *can plan for several weeks *can insightfully evaluate behavior *attention span & ability to concentrate increases from 30 min to several hours *developing a sense of morals *need to know & understand "why" *feel independent & free to express themselves *quarrel less w/peers *act cooperatively & friendly w/strangers
Pre-elementary Ages 2-5 Cognitive Development
*beginning to be able to think & reason *learn letters, counting & colors *self-sufficient in many routines *dresses & undress self *copies complex shapes *asks a lot of questions *tells stories *begins to imitate & write name - by 5 have settled on hand dominance *paints *threads beads on lace *understands 2-3 simple things to do at once *sort objects by size & type *understands that books are a source of pleasure and uses pictures to help them follow the story *most important mode for learning is play
Ages 15-18 Physical
*coordination & strength increase *general awkwardness *by 19 has full motor capacities *boys develop deep voices & body hair *girls & boys move through puberty at different rates *become self-conscious as body changes, odor & acne occur *always hungry *need for sleep increases *sweating increases *sexual desires & fantasies increase
Pre-elementary Ages 2-5 Social/Emotional Development
*gradually learn to manage feelings *by ages 5 friends become important *fear of dark & injury *likes to share *may have an imaginary friend *becomes competitive & doesn't want to lose *develops an understanding of rules *finds it difficult to take turns *needs structure & routine to feel safe
Elementary School Ages 5-8 (Middle Childhood Stage) Physical Development
*growth rate is slower than previous stages *need for food will fluctuate w/activity *muscle coordination & control is uneven & incomplete *small muscle movement more difficult than large muscle movement *need 10-12 hours of sleep per night *hand skills & eye-hand coordination continue to develop
Ages 12 to 14 Social Development
*increasingly comfortable interacting w/community & peers *leadership experiences are valuable - allow people to learn decision-making skills *become concerned about issues of justice & fairness *continue to seek parents' counsel *success is essential *comparison w/others is difficult for them esp. w/friends
Ages 15-18 Mental & Vocational
*intense questioning & uncertainty *increasing accountability for finances, employment, relationships *test language skills using sarcasm *arguing skills improve *reasoning skills improve *ability to apply concepts to specific examples *learns to use deductive reasoning & make educated guesses *reason through problems even in the absence of concrete events *able to construct hypothetical solutions to a problem & evaluate which is best *recognize that current actions can affect the future *starts to set personal goals *decision-making skills improve *begins independently to differentiate right from wrong & develop a conscience *Learns to evaluate credibility of various sources of info *able to anticipate consequences of different options *challenge the assumptions & solutions presented by adults
Ages 12 to 14 Mental Development
*moved from concrete to abstract thinking *enjoy cognitive activities *need to be allowed to find solutions to their problems, learn from their mistakes, test ideas, and form opinions *need the support & guidance of adults
Ages 9 to 11 Social Development
*peer groups grow more important *can be loud & rude at times *tend to be moody & sensitive - extremes in emotions *want to be more independent of adults *sibling rivalry is typical *attitude change regarding school *may daydream, become restless & mess around after school *want to discuss sex to correct info from peers
Ages 9 to 11 Physical Development
*range of height and weight widens *becoming critical of physical appearance increases *as coordinated as adults *lapses of awkwardness are common *energy abounds & may become overstimulated when participating in competitive physical activities *need 10-11 hrs of sleep each night
Ages 12 to 14 Physical Development
*rapid growth & physical change *copes w/ungainly bodies & new sense of their physical selves *physical development proceed at a varied pace *girls experience growth spurts earlier than boys - adult height by 12 or 13
Elementary School Ages 5-8 (Middle Childhood Stage) Social Development
*self centered *becoming interested in group activities *become sociable and interested in other children as friends *enjoy make-believe stories and play *need transition warnings between leave or activities *tattling is common as a means of getting adult attention *value winning, leading, & being first (competitive) *form attachment to adults other than parents - see teacher as authority *release tension through physical activity (rough-housing but don't know when to stop) *new fears revolve around school, social relationships & family loss of income *positive self-concept continues to develop w/each successful experience *try out new behavior to see how it feels or to imitate a friend *have a positive attitude about school
Ages 9 to 11 Emotional Development
*signs of growing independence & disobedience *backtalk & rebellious behavior become more frequent *common fears - unknown, failure, death, family problems & non-acceptance *concepts of right & wrong continue to build *sense of humor develops *when succeed at something self-view improves *strong attachment to their own sex *show antagonism toward opposite sex
Neuro-Nine Teaching Design REHEARSING
*students practice w/o or w/minimal supervision *students take emotional ownership over their new learning
Ages 9 to 11 Vocational Development
*think about possible occupations *base occupational preferences on personal abilities & interests *may want a part time job
Ages 15-18 Social & Emotional
*transition period - detach from parents *feel mature & want to be adult - but don't have skills yet *feelings of insecurity, anger, and frustration begin *less concerned w/adult approval - want peer approval *develop close relationships w/their gender *develop intense interest in opposite sex *desire group acceptance - follow peer dress & behavior norms
PPR Notes
1. Get smart, play dumb/stupid (do not read into the question, take it at face value) 2. Read all the questions/answer choices at least twice. 3. Comparison (answer choice will be wrong) 4. More than, less than, greater than, less likely, more likely (answer choice will be wrong) 5. Positive things 6. Perfect world/ideal world 7. Trust your instincts/correct 8. Watch the clock 9. Siri - answer exactly like 10. Don't be emotional, whatever the theory says, that is the answer 11. There is no one correct answer, which one is the best choice, choose the general one 12. Think about getting a 290 or 295, do not limit yourself 13. If answer choice related to grading/rewards, the answer choice is 90% wrong 14. Engage/Interest of Students/family to all students - answer choice is correct, range of options, student strength, needs, promote all students learning, active engagement 15. Threatening student w/grades or calling parents - do not stress students 16. Do not use own educational philosophy, according to you, according to teachers - not the answer 17. Importance of something, answer will be wrong 18. Not praising students, not using extrinsic comparison 19. Quickly, rushing student (no rushing) - answer will be wrong 20. Teachers do not suggest or advise - answer will be wrong
Formative Assessment
An informal process that allows teachers to make an informed, prescriptive decision about the process of instruction. Provides teachers with continual information about what students know and don't know.
The following assessment would align to which level of cognitive learning? Select a meal that one of the main characters would enjoy eating: plan a menu, and a method of serving it.
Application
An assistant principal is observing the questioning methods of a new teacher during a classroom discussion. Which of the following strategies should the assistant principal consider to be the most effective? The teacher poses a question to the class and calls on one student to answer it. The teacher repeats the questions for students who have not listened the first time. After asking a question, the teacher allows sufficient wait time for all students to formulate an answer. After identifying the students who are comprehending the material, the teacher asks higher level questions that they explore for the rest of the class.
After asking a question, the teacher allows sufficient wait time for all students to formulate an answer.
Fairness and justice become a concern
Ages 12-14
Leadership experiences are valuable
Ages 12-14
Major transition from home-based and closely tied to family to functioning more independently in much larger world
Ages 12-14
Need to solve their own problems
Ages 12-14
Draw simple strokes with a pencil
Ages 2-4
Learn letters, counting and colors
Ages 2-4
May write some letters
Ages 2-4
Language growth from 50 words to thousands
Ages 5-8
Learns best if physically active
Ages 5-8
Need introduction to other settings through tours and trips
Ages 5-8
Physical development proceeds at varied pace
Ages 5-8
Tattling is common to gain adult attention
Ages 5-8
Wants to do things right, often erasing answers over and over again
Ages 5-8
Antagonism towards opposite sex
Ages 9-11
Sibling rivalry is common
Ages 9-11
Start puberty growth spurts
Ages 9-11
Student Choice
Allows students to make selections on activities that are compatible with their learning style.
A fourth-grade ESL social studies teacher designs a lesson to encourage students to explore and identify the common experiences and struggles faced by the different groups represented in her classroom after those groups immigrated to Texas. In particular, she wants to focus on the challenges the groups faced in becoming part of Texas culture. Which strategy would encourage students to explore these challenges from diverse perspectives? Instruct students to read and discuss poetry and literature written by authors of diverse ethnicities and cultures who have migrated to Texas. Ask students to complete worksheets after reading assignments in their social studies textbook that document the hardships of migration of different cultural groups to Texas. Create an activity in which small groups of students explore the lyrics of folk music written to describe the experiences of different ethnic groups as they migrated to Texas; students write a report about their findings and the student reports are displayed on a classroom bulletin board. Assign students to conduct an interview with a family or community member who has immigrated to Texas; have students compare and contrast their responses with those collected by their classmates and produce a book of short stories based on the interviews as a culminating project
Assign students to conduct an interview with a family or community member who has immigrated to Texas; have students compare and contrast their responses with those collected by their classmates and produce a book of short stories based on the interviews as a culminating project
Albert Bandura (1925-Present)
Bandura's Social Learning Theory states that people learn from one another, using observation, imitation, and modeling. The theory offers a bridge between behaviorist and cognitive learning theories because it includes attention, memory, and motivation.
Constructivists
Believe learners bring their own past experiences & cultural factors to every situation, therefore learning is different for each person. Instruction should use case studies, research projects, problem-based learning, brainstorming, collaborative learning, simulations, etc.
John Dewey (1859-1952)
Believed that learning by doing enable students to develop their problem-solving skills. They could then clarify the learning & apply it in their future lives
Cognitivism
Cognitive learning theorists believe that defining learning as merely a change in behavior is too narrow. They view the learner much like a computer - learning involves a change in knowledge stored in memory, not just a change in behavior. Focus more on mental processes (rather than observable behavior)
The following definition represents what level of cognitive thinking in the Taxonomy? Present and defend opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria.
Comprehend
Lev Vygotsky (1896-1934)
Constructionist theory regarding social interaction and zone of proximal development. -Social Interaction: nurture influenced development more than nature. social interaction plays an essential role in learning. Adults are a tool that children used to solve "knowledge problems", to learn how their culture worked & how they fit in -Zone of Proximal Development (ZPD): distance between a student's ability to perform a task under adult guidance and/or w/peer collaboration & the student's ability to solve the problem independently, Learning occurs in this zone
Which of the following strategies best supports a teacher's goal to incorporate critical thinking skills into language arts lessons? Providing students with opportunities to seek additional content knowledge. Creating a forum for students to debate points of view. Having students individually summarize various literature read. Having students individually summarize various literature read.
Creating a forum for students to debate points of view.
A social studies teacher is planning a unite for National Hispanic Heritage month. Which of the following activities will best engage kinesthetic learners? Comparing the monetary system of Columbia to that of the United States Observing performers model dances from different regions of Mexico Identifying important geographical features on a map of Argentina Creating masks like those traditionally used in the Ponce Carnival in Puerto Rico
Creating masks like those traditionally used in the Ponce Carnival in Puerto Rico - Rationale: Option B is correct because it allows the students to work with their hands, which is appealing for a kinesthetic learner; it also integrates the arts.
Which of the following approaches would most effectively support kindergarten students' social development when they participate in learning centers? Creating opportunities for interaction among students during learning center activities Keeping the same groups of students together as they rotate through the learning centers Balancing the students' time between quiet learning and the activity centers Assessing students' strengths and weaknesses in the skills that the center emphasize
Creating opportunities for interaction among students during learning center activities - Rationale: Students are learning how to be friends. So, the teacher should provide opportunities for students to interact with different classmates to promote socialization
Kinesthetic Learners
Definition: hands-on, experiential learners; they learn best by doing Tactics: sprinkle in a few exercises that get your audience to stand up and move around in order to demonstrate or experience certain points (i.e. role playing); you can also ask kinesthetic learners to writ things down in order to remember
Auditory Learners
Definition: prefer to hear info rather than reading it or seeing it displayed visually Tactics: auditory learners like to recite information out loud to remember it; give them a chance to repeat your points back to you by asking questions and calling for audience answers
Visual Learners
Definition: prefer to see info and to visualize the relationships between ideas Tactics: give them charts & graphics make your presentation highly visual and show the relationships between your various points
Bloom's Taxonomy Overview
Dr. Benjamin Bloom spent most of his career developing a model to classify educational learning objectives into levels of complexity--a taxonomy. We want students to do more than simply "remember" in our classrooms. So we use these levels of cognitive development to help us tap into higher-order learning and thinking. For example, when a student analyzes, they move into higher levels of thinking.
5 E's
Engage, Explore, Explain, Elaborate, Evaluate
A third-grade teacher has planned a lesson designed to illustrate a living organism's need for water. After presenting a mini-lesson, the teacher engages students in a discussion in which they hypothesize the effects of the sufficiency of water supply on a living organism. Which activity would best encourage students to reflect and draw their own conclusions about an organism's need for water? Examine a plant that receives water on a regular basis and a plant that does not receive water and record their observations in their science journals. Read information together from a science textbook and have students complete worksheet questions at the end of the chapter. Research information on the importance of hydration to living organisms from a credible website. Cut pictures of plants that received water and those that did not from magazines and place them in the appropriate columns in a graphic organizer.
Examine a plant that receives water on a regular basis and a plant that does not receive water and record their observations in their science journals.
Which of the following is the most powerful influence on a person's sense of identity before adolescence? School Peers Media Family
Family - Rationale: The family has the initial and most powerful influence upon children before and immediately after birth. The impact of socialization on personality development begins with the family before it extends to other social entities.
A student who can formulate a hypothesis and work through the steps of the scientific method by isolating influences and identifying cause-and-effect relationships would be functioning at which cognitive stage of development? Concrete Operations Sensorimotor Formal Operations Preoperational
Formal Operations - Rationale: The last stage of cognitive development is formal operations. At this stage, a student can engage in hypothetical and deductive reasoning. This opens the door for higher-level thinking.
Frayer Model
Frayer (1969) has identified a strategy for teaching lesson vocabulary that increases student comprehension This instructional strategy promotes critical thinking and helps students identify and understand unfamiliar vocabulary. This technique can be used with the entire class, small groups, or individual work and draws on a student's prior knowledge to build connections among new concepts. It also creates a visual reference for students to compare attributes and examples. Frayer uses a four-square graphic organizer for students to write out the definition, examples, and characteristics or an illustration.
Howard Gardner (1943-present)
Gave us the idea that learners can measure their knowledge in the form of an IQ. Another theory of his is Multiple Intelligences
Abraham Harold Maslow (1908-1970)
Hierarchy of Needs: 1. Physiological Needs (basic need): physical requirements for human survival (air, food, drink, shelter, clothing, warmth, sex sleep) Most important needs, if not met human body cannot function optimally. 2. Safety Needs (basic need): protection from elements, security, order, law, stability, freedom from fear. 3. Social Needs (psychological need): 3rd level of human needs is social & involves feelings of belonging. (friendship, intimacy, trust, acceptance, receiving & giving affection & love, affiliating & being part of a group (family, friends, work) 4. Esteem Needs (psychological need): (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect from others (i.e. status, prestige) Most important for children & adolescents 5. Self-Actualization Needs (self-fulfillment need): realizing personal potential, self-fulfillment, seeking growth, & peak experiences. A desire "to become everything once is capable of becoming".
A teacher wanting to develop a lesson for a 10 year old would want to include all the following except: In-depth directions for activities Short activities Public praise Active learning experiences
In-depth directions for activities
It is important for teachers of high school students to Segregate groups of gender Include discussions of local, national and world events Keep instruction at a very concrete level to avoid confusion Provide detailed instructions rather than allowing student choice
Include discussions of local, national and world events
A new elementary school teacher attends a writing workshop that addresses strategies for improving student writing. After the workshop, the teacher can best help students by: Explaining the strategies to parents during parent-teacher conferences. Incorporating the strategies into current and future lesson plans. Explaining the strategies to the administrators and other faculty members. Incorporating the strategies in a reflective teaching journal.
Incorporating the strategies into current and future lesson plans
Anchor Activities
Independent, ongoing activities that students work on at any time when they have completed primary assignments. These activities help with classroom management and promote learning.
Kate is a 10-year-old child in a fifth-grade classroom where she is given many opportunities to be successful in learning new skills. She finds pleasure in being productive. According to Erik Erikson's psychosocial stages, Kate is demonstrating a positive outcome for which type of developmental crises? Initiative vs. Guilt Autonomy vs. Shame/Doubt Trust vs. Mistrust Industry vs. Inferiority
Industry vs. Inferiority - Rationale: This question assesses knowledge of Erikson's psychosocial stages of development. A 10-year old child is categorized as stage 4: Elementary and Middle School Years, when the crisis is Industry vs. Inferiority. The positive outcomes, industry, is a sense of competence in learning new skills. The negative outcome would be a sense of inferiority if the child is unable to find success in learning new skills
Which of the following strategies most directly leads to increased academic performance? Scheduling daily time for students to read for pleasure. Integrating socio-emotional learning in classes. Rewarding students for meeting specific objectives. Enforcing regulations regarding excessive tardiness.
Integrating socio-emotional learning in classes
Matching character names with pictures of the characters would be considered which level of cognitive thinking
Knowledge
10-48-7 hut hut
Memory will hold material 20 seconds unless rehearsed & reviewed Review concept after 10 mins, then review again after 48 hrs, review again within 7 days) to get the concept into long term memory
Use the information below to answer the question that follows: Offering student choices Incorporating real-world applications Designing appropriately challenging tasks A high school teacher can expect implementation of the listed strategies to primarily increase student: Inquiry Motivation Responsibility Communication
Motivation
Which of the following activities would be the most developmentally appropriate for a first-grade teacher to include in a unit on the life cycle of plants? Planting a bean and observing the stages of growth Watching a video about plants and drawing the bean life cycle Reading nonfiction books about plants and creating posters Visiting a science center and touring the plant exhibits
Planting a bean and observing the stages of growth Rationale: Children in the first grade are concrete learners who learn best by doing experiments and observing real events as they occur
What is the most important mode of learning for preschoolers? Reading Writing Working with Peers Play
Play
Which of the following classroom management approaches for high school students is based on Skinner's theory of operant conditioning? Creating collaborative groups for students to assist one another in learning Praising students who are on task while correcting students who are off task Providing breakfast for students to help them pay attention better in class Developing hands-on activities to promote the highest level of engagement
Praising students who are on task while correcting students who are off task - Rationale: Skinner's theory is based on operant conditioning - behavior is followed by a consequence. He would use positive reinforcement (praise) or negative reinforcement (correction) to change behavior.
A school-wide assembly has been planned during part of a high school chemistry teacher's third-period class. When the assembly is finished, there will be 15 minutes of class time left. The chemistry teacher expects that the students will be distracted when they come to class after the assembly. Which of the following would be the most appropriate way for the teacher to maximize student learning during the 15 minutes? Preparing a fun, challenging learning activity related to the chemistry topic the class is studying. Conducting a fast, in-depth chapter review in preparation for an upcoming exam. Beginning the previously planned lesson and finish it the next day. Reviewing the classroom behavior expectations and give a short quiz on the topic.
Preparing a fun, challenging learning activity related to the chemistry topic the class is studying.
Elementary students are presenting to their classmates descriptive paragraphs that they wrote. The teacher asks students to name each new descriptive work they hear and post the new words on a word wall. The primary purpose of the activity is to ____________ Use various discussion methods. Incorporate authentic learning. Stimulate higher-order thinking. Promote active engagement.
Promote active engagement
A class reads a novel about a man who returns to his homeland. The teacher extends the reading by having the students each create a family tree, research their family's homeland, model that country's traditional clothing, and share a food of that country. A primary benefit of including the project in the curriculum is that it: Promotes acceptance of and respect for students' diverse backgrounds. Adapts materials and instruction to address students' varied learning styles. Communicates the teacher's enthusiasm and high academic expectations. Provides instruction that is responsive to cultural and socioeconomic differences.
Promotes acceptance of and respect for students' diverse backgrounds.
Flexible Grouping
Purposeful collaborative groups that allow teachers to match students to necessary tasks and skill levels.
During play time, a preschool teacher observes her students. The teacher notices that Michael is moving a train across the floor alone while other students are sharing action figures, attempting to make them come to life. Based on the observation, which action step should the teacher take? Contacting a school psychologist to express concern about Michael not yet reaching the cooperative stage of play typically achieved during preschool Understanding that Michael's behavior demonstrates a developmental delay while continuing to observe him during play time and in other situations requiring group interactions. Recognizing that Michael is still in the solitary stage of development while continuing to encourage him to play with others through modeling. Contacting Michael's parents to determine whether his siblings may have also demonstrated similar behaviors at that age.
Recognizing that Michael is still in the solitary stage of development while continuing to encourage him to play with others through modeling. - Rationale: The cooperative stage of play is typically reached by older preschool students. Therefore, the teacher should not be overly concerned about Michael's ability to interact with other children at the time of observation.
Neuro-Nine Teaching Design
Relationship Rigor Relevance Retrieval Routing Retaining Re-Exposing Rehearsing Recognize
A teacher is setting up her first-grade classroom. Which of the following things would be developmentally appropriate to include? Songs and games to remember concepts Peer Critiques Watching a 30-minute video Long periods of time with silent reading Learning stations with manipulatives
Songs and games to remember concepts Learning stations with manipulatives
Baird sets up activities and learning centers in her first-grade classroom to encourage socialization, cooperation and sharing among the students. Which statement describes the reason she is creating these opportunities? Students at this stage will benefit from these types of relationships based on teacher interventions Students at this stage will form short-term relationships Students at this stage will make friends solely by chance Students at this stage will form friendships based on common play interests and interactions
Students at this stage will form friendships based on common play interests and interactions - Rationale: Primary children's friendships are based more on convenience and play interest than on chance or luck, as they were in the preschool years.
Behaviorism
believe that learning is a change in behavior cause by an external stimulus. The theory states that rewarding someone for a particular behavior encourages them to behave in the same way in a similar situation
Transparent learning for students
The process of making sure that students participate in the differentiation to develop confident, and self-disciplined learners. Students should be aware of their learning preferences and various strategies to implement to be able to demonstrate mastery.
Individualized Instruction
The process of tailoring your lessons to meet specific needs of individual students. Should take into account student readiness, student interests, and student learning preferences.
Effective Feedback
The process of teachers responding to student performance. Must be timely, should not be critical, judgmental or harsh. Should be brief and to the point while being geared to help students improve.
A first-year high school math teacher observes an experienced teacher. This experienced teacher is known for encouraging mathematics exploration by engaging students through active class discussions and mathematics modeling. Which of the following observations is indicative of students actively engaged in mathematics discussions and modeling? The teacher is working one-on-one with students and canvassing the classroom while students engage in a task. The teacher is questioning and validating the answers of students who are on task. The students are working in separate groups on different parts of the same topic and then presenting information to the entire class. The students are observing while the teacher explores a topic and reaching conclusions based on their prior knowledge.
The students are working in separate groups on different parts of the same topic and then presenting information to the entire class.
Respectful Tasks
These assignments recognize and honor students' learning differences, while being appropriate and fair. It is recommended that teachers keep a list of standard games/activities that appeal to your students.
Planned implementation of feedback
This is the process of providing students with TIME to implement suggestions offered by the teacher.
Tiered Instruction
This strategy allows the teacher to categorize every aspect of the lesson into one of three tiers. This strategy requires teachers to identify the skills and concepts of the lesson and group students into 3 groups based on their knowledge of the concept: struggling students, students who may just need practice, and advanced students.
Bloom's Taxonomy is an important framework for teachers to use to focus on reaching higher level thinking
True
By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work.
True
Student Reflection
When students can think about strategies that work best for them, they are more likely to remain engaged and it helps them to understand the purpose of their work. This process may not come naturally for students and must be modeled to demonstrate the type of thought that is expected.
advanced organizer
a method of linking new information to old information to support our brain in retaining the information. The advanced organizer tells the students where we are going with the learning from yesterday to today, so they see the big picture and purpose.
Non-linguistic representation
a visual support aid. It is usually a picture that gives meaning to the language.
cooperative learning
an instructional model that uses organized small groups of students to sit together to learn, share, and engage with each other in skill development
B.F. Skinner (1904-1990)
based on his theory is an operant conditioning - a behavior followed by a consequence. This process tries to modify behavior using positive and negative reinforcement so that the person makes an association between a particular behavior and a consequence
Neuro-Nine Teaching Design RELEVANCE
build confidence in what is already known before introducing a new topic. Use metaphors and analogies
Unlike children, adolescents' mental development has moved beyond fantasy concrete ideas abstract thinking emotional drama
concrete ideas
Jerome Bruner (1915 - 2016)
developed the idea of learning by discovery. Theory of instruction should address four major aspects: 1 - predisposition towards learning 2 - the ways knowledge can be structured for the learner to grasp easily 3 - the most effective sequences to present material 4 - the nature and pacing of rewards and punishments
Ivan Pavlov (1849-1936
discovered classical conditioning, a situation in which a stimulus automatically triggers an involuntary response. He is famous for his conditioned reflex
Neuro-Nine Teaching Design RELATIONSHIP
emotion drives attention and attention drives learning. Establishing relationships in a session that are founded on admiration, respect, & self-management
Jean Piaget (1896-1980)
first person to study children scientifically, through real-life observations. Discovered all children's intellectual development progressed through 4 stages (Piaget's Stage Theory of Cognitive Development) -Sensorimotor Stage (Birth - 2 yrs): develop understanding of the world through 5 senses & muscles -Preoperational Stage (2-7 yrs): Develop an understanding through language & images. Learning through actions, thoughts & feelings. Egocentrism, no logical thinking. -Concrete Operational (7-12 yrs): can think logically & empathetically, but still learn best through experience. Begin to understand patterns, other people's feelings & points of view. -Formal Operations (13-Adult): develop understanding using abstract thinking. See & understand different perspectives & imagine hypothetical situations/scenarios. Use logic, deductive reasoning, comparison & classification.
Humanism
focuses on human freedom, dignity, & potential. Necessary to study the person as a whole. Deals with social-emotional side of learning. Use of a social contract, show & tell to get to know others better, counseling & social work support
Neuro-Nine Teaching Design ROUTING
formally provides the info that the students need to master the objectives by explaining the concept
Neuro-Nine Teaching Design RIGOR
level of expected learning that is challenging, but not threatening
Erik Erikson (1902-1994)
refined Freud's theory & postulated that personality developed in 8 stages -Birth-19mos (Trust vs. Mistrust): infant develops a sense of security & learns to trust caregivers if given proper care. If no trust, child develops insecurity, worthlessness & general mistrust of the world -18mos-3yrs (Autonomy vs. Shame): child builds self-esteem & autonomy as new skills, right from wrong, are learned. Well-cared-for child is sure of himself, carries himself w/pride. Sometimes can feel shame & low self-esteem during an inability to learn a certain skill -4-6yo (Initiative vs. Guilt): desire to copy adults around and act out roles in play situations. Begin to use the word "why". Most significant relationship is w/the family -7-12yo (Industry vs. Inferiority): learns new skills & knowledge, develops a sense of industry. can attain sense of self-confidence, may have unresolved feelings of inadequacy & inferiority. Learns to think about others. Most significant relationship w/school & neighborhood -Adolescents: 13-17yo (Identity vs. Role Confusion): development depends upon what a person does. Must struggle to discover & find own identity & "fit in" Unsuccessful adolescents tend to experience role confusion & upheaval. Develop strong affiliation & devotion to ideals, causes & friends. -Young Adulthood: 18-35yo (Intimacy and Solidarity vs. Isolation - Love): seek companionship & love. Young adults seek deep intimacy & satisfying relationships -Middle Adulthood: 35-55 or 65yo (Generativity vs. Self-absorption or Stagnation): Career & work most important along w/family. Attempt to produce something that makes a difference in society. Inactivity & meaninglessness common fears. May struggle w/finding purpose. Significant relationships are w/in family, workplace, local church & other communities -Late Adulthood: 55 or 65 until death (Integrity vs. Despair): reflect on their lives, some have led meaningful life & feel they have contributed to society (integrity), while other have feelings of despair as they reflect on their failures & wonder if life was "worth it"
Bloom's Taxonomy
remember - recall facts & basic concepts understand - explain ideas or concepts apply - use information in new situations analyze - draw connections among ideas evaluate - justify a stand or decision create - produce new or original work
Competencies
represent the desired knowledge, skills, and abilities needed to perform the expected tasks of this course.
Neuro-Nine Teaching Design RECOGNIZE
share w/the students how proud you are of the effort and desire to learn the material during the session w/a positive launch
Neuro-Nine Teaching Design RE-EXPOSING
summarize the lesson & ensure the main points of the lesson are understood through tutor or student leadership *revisit the level that the student being to struggle *provide feedback *reteach to relearn *re-evaluate *go back to routing & deliver in a different way
Re-Exposing
to expose students again to a concept
Neuro-Nine Teaching Design RETRIEVAL
unlock what the students already know by accessing prior knowledge. Retrieval question samples: When did....? Which one....? Please select....? Can you list four....? Can you remember....?
