However, praise can come off as patronizing, aka condescending. I didn't mean for the praise I gave to come off this way on Tuesday, but I can see how it did. For praise to come off effectively, it has to be completely genuine, and you have to convince the student that it is genuine.
On Tuesday, for example, the praise I gave was genuine, but I think I could have been more convincing.
I have been getting a lot of out of the reading this week as well. Here are some of my notes from the main highlights:
Teaching Strategies with Positive Effects:
· Student-centered instructions
· Teaching of critical thinking skills
· Use of “hands-on” laboratory skills
Identify Similarities and Differences
1. Direct Approach - Frankly showing students the similarities and differences.
2. Student Centered Approach – Give two objects and have the students identify the similarities and differences between them.
3. Visual Approach – Use symbols or graphics to illustrate the similarities or differences.
4. Variety Approach – Use four types of activities:
a. Compare – simply identifying the similarities and differences among things/ideas
i. The key is identify important characteristics
b. Classify – process of grouping things based on their characteristics/similarities
c. Create metaphors – finding the pattern of a topic then finding another topic that appears different but has the same general pattern
i. The key is to realize the items in the metaphor are connected by an abstract or non-literal relationship
d. Create Analogies – process of identifying relationships between relationships
Summarizing and Note Taking - Two of the most useful academic skills
To effectively Summarize Students must:
1. Delete – get rid of the fluff and repetition
2. Substitute – Reword information to better suit your understanding
3. Keep – leave the most important
This normally should cut out 80 to 90 percent of what’s presented.
Show students how to summarize and how to take notes. Don’t just tell them
Summary Frames:
Giving Students a base list of questions that they should answer:
1. Narrative Framing: Identify the Character, Plot, and Outcome.
2. Argument Framing: Pro’s and Con’s.
3. Definition Framing: Describe something.
4. Argumentation Framing: Arguments to support a claim
5. Problem/Solution Framing: Introduce a problem with possible solutions
6. Conversation Framing: Determine topic/purpose of a conversation
Reciprocal Teaching
1. Summarizing – in groups have a leader summarize what has been read with help from the teacher and other students as necessary.
2. Questioning – the student leader asks questions from his memory/the readings and the other students respond.
3. Clarifying – the student leader clarifies the confusing parts from the readings/assignment
4. Predicting – the student leader asks about what the students think can/will happen next
Note Taking
1. Verbatim – sucks, don’t use it.
2. Notes are work in progress – students should review/revise their notes
3. Notes are study guides for tests – Write the important concepts to understand
4. The More, The Better – There needs to be a good balance.
Use a paper folded in half, with Answer & Questions on each side.
Webbing
Effort and Recognition
Teach students that SUCCESS IS BASED ON EFFORT.
Talk about RUDY or THE LITTLE ENGINE THAT COULD..
Find some feel good stories about effort and success.
The Hawthorne Effect: Powerful Education Technique.
Rising to the occasion because the situation calls for it.
Changing the attitude of the students – help them recognize the value of understanding
Intrinsic Extrinsic
Personal Desire To get the grade
Help them recognize the value of understanding Praise (ONLY WORTHWILE, TANGIBLE PRAISE)
(Pause, Prompt, Praise)
ONLY GIVE OUT PRAISE WHERE IT IS DESERVED.
Pause, Prompt, Praise: To check for understanding on the students part, pause everyone during the lesson, prompt them to answer a question, then praise them for their correct input.
Homework & Practice
Parent involvement in homework should be kept to a minimum. Parents should facilitate the homework, not just give the answers.
Clearly define the purpose of the homework: Homework is either to practice or to prepare.
Have a Homework Policy: Students and their parents should understand the amount of homework required, the purpose of the homework, and the consequences for not completing the homework, and a description of how the parents should help their kids.
Provide feedback for the homework soon after it has been turned in.
Have students keep track of their speed and accuracy while doing homework.
Have Focused Practice homework. i.e. instead of ‘design a webpage’ more specifically assign ‘how to effectively use the float attribute.
USE VISUALS
· Models
· Graphs
· Pictographs
· Charts
· Pictures
Cooperative Learning
Groups of 3 to 4 are the best.
Group work should promote:
1. Positive interdependence – a sense of ‘we swim or sink together’.
2. Face to face promotive interaction – helping each other, praising success and effort
3. Individual and Group Accountability – everyone contributes to meet goals
4. Interpersonal and Group Skills – learn how to work in groups, communication, conflict resolution
5. Group processing – reflect on how well the group is working and how to improve
Organize groups randomly. Never just based on skill. Could be based on:
· Birthdays
· Counting off
· Alphabetically
· Just mix it up
Do not overuse group work.
I'm really enjoying this read. I'm also getting a lot out of our discussions in class. The STL's are sort of dragging on though. The teaching of these is starting to get a little repetitious. This is just my opinion. They are over on Tuesday though... so that is good. Well that's all folks.
No comments:
Post a Comment