EDUC 4464 Class 8 JI Methods

1
EDUC 4464 Class 8J/I Methods

• Get ready for a video

October 3, 2007
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Impacting Teaching and Learning with
BrainResearch - Video 2 Brain and Body Cycles
that Affect Learning

• Why is the correct level of light important in
  the classroom?
• Junior Intermediate teachers often put reading
  in the morning and math immediately after lunch.
  Why do they do this?
• How much practice time do students take on
  average to get the information into the
  cerebellum? How much down time is needed to
  solidify the new pathways?
• Teachers often make errors when teaching similar
  skills. What error do they make?
• Studies have shown that something like 90 of
  CEOs in Fortune 500 companies played a musical
  instrument in school. Why does this make sense?
• Practice makes-----
• Why do we introduce lesson plans here at the
  faculty, give students a chance to share and talk
  about it, then send students off to placement to
  do on their own?
• If guided practice insures learning, what
  Nipissing lesson plan allows the students to
  learn better?
• Why do we have the lesson at the beginning, the
  consolidation in the middle in the GLP (or middle
  and/or end in ALP), and the application at the
  end? (hint Primacy-Recency effect)
• Why are recesses and active break times
  important? (hint Primacy-Recency effect)

3
Placement Review
Take out your PT Handbook and turn to the
placement chart near the front of the book.
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Other things to Remember

• Information should appear only in one place
• If you write up in detail your assessment and
  application right after writing your enduring
  understanding, not only should all three match,
  but when you go to write your teaching strategies
  (the lesson) if you find yourself repeating what
  you already wrote in your application you know to
  take it out.

5
An advance notice

• In Ontario, assessment is based on achievement of
  the expectations only. If you design down, this
  naturally happens.
• Just so you know (and I cover this when we do the
  report card in block 3) the following can be
  tracked but not assessed for a mark or
  contributing to a grade

Learning Skills from the Ontario Report Card
In Addition
Independent Work
Cooperation with others
Up-keeping notes Up-keeping a notebook Marks can
not be subtracted for lateness
Initiative
Conflict Resolution
Homework Completion
Class Participation
Use of Information
Problem-solving
Goal-setting to improve work
Because.
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You were asked to think about one expectation and
a matching application for a GLPYou were asked
to think about one expectation and a matching
application for a ALP

• If you have these, take a close look do they
  match? Feel free to trade off with a peer who
  also has it done for their input. A second set
  of eyes can be wonderful.
• If you do not have them, pick an expectation and
  make an assessment. Then trade with a peer.
  Make sure the application is detailed and it
  matches the expectation(s).

7
Question Period

• Any questions, concerns, which have not yet been
  answered?

OSS
8
Write an application and an assessment for these
enduring understandings

• 5a63 Grade 5 The Arts Drama Dance
  Critical Thinking
• explain how elements of dance work together to
  create different effects on the audience
  (specifically lighting and use of music)
• 8n11 Grade 8 Native Languages Oral
  Communication, Reading, and Writing
• use compound and complex sentences in
  conversations (e.g., If it rains, I will sleep
  If it rains, I will take the clothes off the
  clothesline so they wont get wet)
• TFV.03I Grade 10 Technological
  Education Theory and Foundation Overall
  Expectations
• - describe the functions of five internal and
  five external computer components

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Next Class

• Bring one GLP and one ALP you used during your
  placement. If you only
• used one type bring two
• samples.

Have a great time on Placement! Remember, I am
here to give you a hand if needed. Just drop me
an e-mail.