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WANTING TO LEARN

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ATTUNED TO PEER CULTURE. CHANGES IN FAMILY CULTURE. CHANGES IN ... VISUALLY ATTUNED. LIVE IN A VISUAL MEDIA WORLD. VISUAL IS SUCCINCT AND QUICKLY PROCESSED ... – PowerPoint PPT presentation

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Title: WANTING TO LEARN


1
WANTING TO LEARN
  • PROVIDING FOR STUDENT ENGAGEMENT IN A ONE-SHOT

2
WHY DONT YOU WANT TO LEARN?
3
ACTIVITY
  • REFLECT ABOUT A FAVORITE STUDENT IN ONE OF YOUR
    CLASSES AND IDENTIFY ONE CHARACTERISTIC OF THAT
    STUDENT
  • DRAW THAT STUDENT WITH THE CHARACTERISTIC IN MIND

4
NATIONAL SURVEY OF STUDENT ENGAGEMENT
  • WWW.IUB.EDU/NSSE
  • NATIONAL BENCHMARKS OF EFFECTIVE EDUCATIONAL
    PRACTICE
  • LEVEL OF ACADEMIC CHALLENGE
  • ENRICHING EDUCATIONAL EXPERIENCES
  • STUDENT - FACULTY INTERACTION
  • ACTIVE AND COLLABORATIVE LEARNING
  • SUPPORTIVE CAMPUS ENVIRONMENT

5
1986
  • REMOTES
  • PERSONAL COMPUTERS
  • MUSIC VIDEOS
  • CABLE TV
  • CNN
  • TWO CAREER FAMILIES
  • SINGLE PARENT FAMILIES
  • SOUNDBITES
  • GLOBALISM
  • CELL PHONES
  • INTERNET
  • DIVERSITY
  • AIDS
  • INFORMATION DELUGE
  • PDAs

6
SOME CHARACTERISTICS OF TODAYS STUDENTS
  • PROCESS INFORMATION QUICKLY
  • FASTER PROCESSERS
  • NOT ATTENTION DEFICIENT
  • BORED WITH SLOW MESSAGING

7
CHARACTERISTICS
  • CAREER INSECURITY
  • CHANGE READY
  • EXPECT MULTIPLE CHANGES
  • FOCUS ON TRANSFERABLE SKILLS
  • FLEXIBILITY

8
CHARACTERISTICS
  • SKEPTICAL BUT OPTIMISTIC
  • CHANGE HARDY
  • EXPECT INSTABILITY
  • INCREASED OPPORTUNITY
  • INCREASED RESPONSIBILITY
  • INCREASED INDEPENDENCE
  • POSITIVE OUTLOOK

9
CHARACTERISTICS
  • TECHNOLOGY COMFORTABLE
  • INCREASING ACCESS TO COMPUTERS
  • EMAIL GENERATION
  • INTERNET EXPOSED
  • EXPECT TECHNOLOGY SOLUTIONS

10
CHARACTERISTICS
  • AFFILIATIVE
  • ATTUNED TO PEER CULTURE
  • CHANGES IN FAMILY CULTURE
  • CHANGES IN COMMUNITY
  • MORE COLLABORATIVE

11
CHARACTERISTICS
  • VISUALLY ATTUNED
  • LIVE IN A VISUAL MEDIA WORLD
  • VISUAL IS SUCCINCT AND QUICKLY PROCESSED
  • VISUAL IS PERSONAL

12
CHARACTERISTICS
  • ACTIVITY ORIENTED
  • INFORMATION DELUGE
  • RAPID CHANGE EQUATES WITH RAPID RESPONSE
  • WHAT WORKS
  • FACILITATES PERSONAL INTEGRATION

13
CHARACTERISTICS
  • NO STANDARD RULES
  • DIVERSITY OF CULTURE, LIFESTYLE, ETHNICITY
  • SITUATIONAL
  • NEGOTIATE

14
PEDAGOGICAL SHIFTS
  • SHORT PRESENTATIONS
  • REFLECTION
  • APPLICATION
  • EXPLORATION
  • ASSESSMENT

15
SHORT PRESENTATIONS
  • ACCOMMODATES
  • FASTER PROCESSING TIME
  • USING VISUAL FORMS

16
REFLECTION
  • ACCOMMODATES
  • CHANGE HARDY
  • CHANGE READY
  • FORGING LEARNER CONNECTIONS

17
APPLICATION
  • ACCOMMODATES
  • FEWER STANDARD RULES
  • WHAT WORKS
  • AFFILIATIVE

18
EXPLORATION
  • ACCOMMODATES
  • ACTIVITY ORIENTED
  • WHAT WORKS
  • AFFILIATIVE

19
ASSESSMENT
  • ACCOMMODATES
  • CONTEXT FOR APPLICATION OF LEARNING KEEPS
    CHANGING
  • CONFIRMATION OF LEARNING

20
WHATS THE BIGGEST CHALLENGE TO TEACHING IN A
ONE-SHOT?
  • WRITE ON 3X5 CARD

21
K.BAIN. WHAT MAKES TEACHERS GREAT?CHRONICLE OF
HIGHER EDUCATION 4/9/04THE CHRONICLE REVIEW
VOL.50 ISSUE 31, PAGE B7
  • CREATE A NATURAL CRITICAL LEARNING ENVIRONMENT
    (STUDENT INTERESTS, LEARNING TO REASON FROM
    EVIDENCE)
  • GUIDANCE (FOCUS ON QUESTIONS, HELPING STUDENTS TO
    UNDERSTAND SIGNIFICANCE OF THE QUESTION)
  • ENGAGE STUDENTS IN HIGHER ORDER INTELLECTUAL
    ACTIVITY (COMPARE, APPLY, EVALUATE, ANALYZE, AND
    SYNTHESIZE)
  • HELP STUDENTS ANSWER THE QUESTION THEMSELVES
  • GET STUDENTS TO WONDER WHAT THE NEXT QUESTION IS

22
HOW TO ENGAGE STUDENTS
  • KEN BAIN AGAIN
  • GET STUDENTS ATTENTION AND KEEP IT
  • START WITH STUDENTS RATHER THAN THE DISCIPLINE
  • SEEK COMMITMENTS (EXPECTATIONS)
  • HELP STUDENTS LEARN OUTSIDE OF CLASS
  • ENGAGE STUDENTS IN DISCIPLINARY THINKING
    (MODALITIES OF PROBLEM-SOLVING)
  • CREATE DIVERSE LEARNING EXPERIENCES

23
FROM TEACHER CENTERED TO LEARNER CENTERED
  • COVER THE DISCIPLINE VS. USING THE DISCIPLINE
  • COVER TOPICS VS. MASTERING LEARNING OBJECTIVES
  • LISTENING/READING VS. CONSTRUCTING KNOWLEDGE
    THROUGH INTEGRATION
  • LECTURE VS. ACTIVE LEARNING
  • SAGE ON STAGE VS. DESIGNER OF LEARNING
    ENVIRONMENTS
  • PRESENT VS. ENGAGE
  • GRADES VS. CLASSROOM ASSESSMENT

24
CURIOSITY Five Attributes of Curious
PeopleJulie Evans and Sari Harrar, 5 Habits of
Curious People, Prevention 55, no.6 (Jun. 2002)
38
  • Nudge conversation with new ideas
  • Take pleasure in learning about other people and
    show it
  • Focus on the person they are with
  • Use jokes and humor to liven things up
  • Accentuate the positive

25
FOSTERING CURIOSITYBruce D. Perry, Curiosity
the Fuel of Development, Early Childhood Today
15, no.6 (Mar. 2001) 22-24.
  • RECOGNIZE INDIVIDUAL DIFFERENCES
  • RE-DEFINE FAILURE AS THE MESS OF LEARNING INSTEAD
    OF MISSING THE RIGHT ANSWER
  • PROVIDE ATTENTION AND APPROVAL
  • CURIOSITY PRODUCES EXPLORATION

26
ACTIVITY
  • MAKE SOMETHING FROM WHAT I GIVE YOU

27
ATTRIBUTES OF CREATIVE PEOPLEAlane J. Starko.
Creativity in the Classroom schools of curious
delight. Mahwah, N.J. London L. Erlbaum
Associates, 2001.
  • WILLINGNESS TO TAKE RISKS
  • PERSEVERANCE, DRIVE, AND COMMITMENT TO TASK
  • CURIOUSITY
  • OPENNESS TO EXPERIENCE
  • TOLERANCE FOR AMBIGUITY
  • BROAD INTERESTS
  • VALUE ORIGINALITY
  • INTUITIVE WITH DEEP EMOTIONS
  • INTERNALLY OCCUPIED OR WITHDRAWN

28
CREATING CREATIVITY
  • THINK OF MANY IDEAS (FLUENCY)
  • THINK OF VARIED IDEAS (FLEXIBILITY)
  • THINK OF UNUSUAL IDEAS (ORIGINALITY)
  • ADD TO IDEAS TO MAKE THEM BETTER (ELABORATION)

29
RANDYS ACTIVE LEARNING MODEL
  • EXPERIENCE
  • PRACTICE
  • APPLICATION

30
ACTIVE LEARNING TECHNIQUE CATEGORIES
  • TALKING
  • WRITING
  • USING
  • THINKING

31
FIVE QUESTIONS FOR ASSESSMENTDEB GILCHRIST
  • WHAT DO YOU WANT THE STUDENT TO BE ABLE TO DO?
  • WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO
    IT WELL?
  • WHAT ACTIVITY WILL FACILITATE THE LEARNING?
  • HOW WILL THE STUDENT DEMONSTRATE THE LEARNING?
  • HOW WILL YOU KNOW THE STUDENT HAS DONE IT WELL?

32
WHAT DOES APPLYING BAIN LOOK LIKE?
  • IDENTIFYING THE REAL STUDENT INTERESTS
  • LEARNING TO REASON FROM EVIDENCE
  • FOCUS ON QUESTIONS
  • HELPING STUDENTS TO UNDERSTAND THE SIGNIFICANCE
    OF THE QUESTION
  • COMPARE, APPLY, EVALUATE, ANALYZE, AND SYNTHESIZE
  • HELPING STUDENTS TO ANSWER THE QUESTION
    THEMSELVES
  • GETTING STUDENTS TO WONDER WHAT THE NEXT QUESTION
    IS

33
ACTIVITY
  • GROUPS WILL BE FORMED TO DEVELOP HOW TO
  • CREATE A NATURAL CRITICAL LEARNING ENVIRONMENT
  • PROVIDE GUIDANCE
  • ENGAGE STUDENTS IN HIGHER ORDER INTELLECTUAL
    ACTIVITY
  • HELP STUDENTS ANSWER THE QUESTION THEMSELVES
  • GET STUDENTS TO WONDER WHAT THE NEXT QUESTION IS

34
ACTIVITY
  • GROUPS WILL DEVELOP ONE WAY TO APPLY BAINS HOW
    TO ENGAGE STUDENTS
  • GET STUDENTS ATTENTION AND KEEP IT
  • START WITH STUDENTS RATHER THAN THE DISCIPLINE
  • SEEK COMMITMENTS (EXPECTATIONS)
  • HELP STUDENTS LEARN OUTSIDE OF CLASS
  • ENGAGE STUDENTS IN DISCIPLINARY THINKING
    (MODALITIES OF PROBLEM-SOLVING)
  • CREATE DIVERSE LEARNING EXPERIENCES

35
THE 3 X 5 CARDS
  • SOLUTIONS FOR THE BIGGEST CHALLENGE TO TEACHING
    THE ONE-SHOT

36
PARKER PALMER. THE COURAGE TO TEACH
  • GOOD TEACHING IS BUILDING A RELATIONSHIP BETWEEN
    THE TEACHER AND THE STUDENT THAT EXEMPLIFIES WHO
    THE OTHER IS
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