One thing that you can recall from yesterdays class

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• One thing that you can recall from yesterdays
  class?
• One thing that you liked/felt good about? Why?
• One thing that you disliked/felt bad about? Why?
• Anything that the teacher could have done
  differently? How?
• Anything that you could have done differently?
  How?

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These are examples of creating productive habits
of mind particularly self-regulated thinking
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Rank the following from the most difficult to
accomplish (5) to the least difficult to
accomplish (1) in most of your classes
__ Help students feel accepted by the teacher
and peers ___ Help students perceive the
classroom as a comfortable and orderly place ___
Help students perceive classroom tasks as
valuable ___ Help students believe they can
perform classroom tasks ___ Help students
understand and be clear about classroom tasks
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• What could be done to
• Help students feel accepted by the teacher and
  peers?
• Help students perceive the classroom as a
  comfortable and orderly place?
• Help students perceive classroom tasks as
  valuable?
• Help students believe they can perform classroom
  tasks?
• Help students understand and be clear about
  classroom tasks?

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Dimension No. 1a Helping students Develop
Positive Attitudes and Perceptions about
Classroom Climate
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• Helping Students Feel Accepted
• Establishing a relationship with each student in
  the class
• Monitoring your own attitudes
• Engaging in equal and positive classroom
  behaviors
• Responding positively to students incorrect
  response or lack of response
• Providing students with opportunities for
  cooperative learning
• Having students develop strategies for gaining
  acceptance from peers

7

• Helping Students Develop a Sense of Comfort and
  Order
• Frequently and systematically using activities
  that involve physical movement
• Having students identify their own standards for
  comfort and order
• Introducing the concept of bracketing

8

• Developing a Sense of Order
• Establishing and communicating classroom rules
  and procedures
• Establishing clear policies about the physical
  safety of students
• Being aware of malicious teasing or threats in or
  outside the classroom and take steps to stop such
  harassment

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Dimension No. 1b Helping students Develop
Positive Attitudes and Perceptions about
Classroom Tasks
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• Helping Students Perceive Tasks as Valuable
• Developing a sense of academic trust
• Linking classroom tasks to students interests and
  goals
• Asking students to generate tasks that apply to
  their interests and goals

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• Helping Students Believe They have the Ability to
  Perform Tasks
• Providing positive feedback
• Teaching students to use positive self-talk

12

• Helping Students Understand and be Clear about
  Tasks
• Identifying and articulating the specific
  behaviors you expect during and after completion
  of tasks
• Breaking complex tasks into small steps or parts

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Dimension No. 2 Acquiring and Integrating
Knowledge
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The Human Flow Chart
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• Concept Formation
• What do you see? What do you hear? (Teacher lists
  items on the chalkboard.)
• What things belong together? (Students begin to
  group items by identifying common properties.)
• What would you call these groups? (Students give
  labels or names to grouped items. This is
  categorizing.)
• How would you define each category
  (characteristics?)
• Add more examples for each category.

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Example 1

• Group investigation
• Direct instruction
• Inquiry-based teaching
• Problem-based learning
• Advance organizers
• Constructing models
• Learning partners
• Field trips
• Discussions
• Crafts
• Debates
• Concept maps
• Videos/photos

• Concept attainment
• Non-directive teaching
• Simulation
• Mastery learning
• Concept formation
• Mnemonics (memory assists)
• Task performance reinforcement
• Skits/plays
• Project method/research
• Guest speakers
• Lectures

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Example 2

• An amoeba
• Shooting free throws
• democracy
• Writing
• The rules of basketball

• Two-column addition
• A numerator
• The conventions of punctuation
• Reading a bar graph
• Setting up an experiment

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Concept Attainment Scenarios ETM p. 31
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(No Transcript)
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KWL
Jig-saw
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Organizing Knowledge