Strategies for Learning in Mr. Doyle's Classes

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An Enlightened and Educated People Resist Tyranny and Oppression

Alternative news and information site designed to get people to think instead of reacting to manipulative leaders who have hidden agendas , corporations interested in profit driven by avarice and greed, and a news media owned by the corporations that is more interested in reporting fear and sensationalism than the truth, reporting on 'fluffy distractions' about entertainment and sport personalities, and outright lies and propaganda to achieve their agendas of domination and control everyone and everything on earth. They have totally disregarding and diluted the basic Constitutional safeguards that we enjoy as a liberty and freedom loving people by lying and manipulating (herding) us into giving up our freedom and liberty for so called safety and security with Draconian measures that will ultimately result in a totalitarian state where everyone is under constant surveillance with security cameras, email and the internet, cell phone wire tapping, micro chip people for thought control and track via GPS tracking devices, police and military checkpoints, limited in our movement by , requiring people to check in with the police, etc.

"If a nation expects to be ignorant and free in a state of civilization, it expects what never was and never will be." --Thomas Jefferson to Charles Yancey, 1816

Monday, June 16, 2008 My Political Blog

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Modern Day Slavery - 22 Million People Still In Slavery

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Teaching Goals Inventory

Strategies for Teaching Learning Styles and Computer Technology

Reading, problem solving, and writing is the central skill in the effective study of all subjects such as math, science, history, computer technology and all other subjects. You can improve your skills by using helpful techniques and through practice. The better your reading, problem solving, and writing skills, the more you’ll become a successful student.. Below you’ll find several strategies. Careful use of these strategies will help you learn and understand history more effectively.

Writing to Learn

RESPONSE CARDS
Students are required to respond to each assigned reading on a 5x8 index card. They are given specific instructions to reflect on and respond to, not summarize, what they have read. They are asked to integrate their responses with other theories and ideas they have read as the semester proceeds, and with actual classroom practices that they may observe or participate in during their field work or when student teaching. This often is an uncomfortable task for them, since many of the readings present conflicting theories and ideas. However, by constraining space, while asking them to do a high-level, thought-provoking thinking and writing task, they are required to think through the readings, process them at a deeper level and form and clarify their own ideas. I respond to their cards and return them each week, and often a dialog takes place that lasts throughout the semester. At the end of the semester, their collection of cards helps them to apply theory to practice as they complete projects, curriculum units and take-home exams.

Directions on my syllabus is as follows:
Response to each weekly reading assignment, on separate 5 x 8 index cards, due on the same day the reading is assigned. Print directly on the card or print on a separate page and staple to the card. You need not summarize what you have read; I have already read the articles. Rather, respond to it. Give your opinions, reflections, personal responses. Integrate with previous readings, your field work or student teaching as appropriate.

LEARNING LOGS
Students keep a "learning log" section in the back of their notebooks. At the end of each class I take about 5-10 minutes to have them respond to the following three questions.

1) What is one thing you learned in class today, one point that you want to be sure to remember?

2) Is there anything that confused you, that you did not understand or that you would like clarified?

3) Is there anything you disagreed with or want to discuss further?

Brain Compatible Teaching Strategies

Within the teacher training programs provided by Corn Associates, brain compatible teaching strategies are infused into a Four-Step Plan design. Teachers are encouraged to teach by creating meaningful contexts for students, use baroque music for brain wave relaxation and encourage children to apply content by writing songs to familiar tunes. A sampling of other brain-based strategies include:

Begin a lesson with a focus on a core concept connected to student's prior knowledge.
Create meaning by using fictional and informational literature and interdisciplinary teaching.
Ask higher order questions that require students to apply, compare, create, predict and judge information.
Use visualizations such as drawings, sketches, pictures, charts, guided imagery and metaphors.

Test Taking Strategies

ESSAY EXAM

Examine carefully and follow directions.
Survey all questions prior to answering any of them.
Select a title; get a focus.
Always outline or use a graphic organizer
Yes! Read over what you have written!

Elaborate; write long rather than short.
X exit with an ending.
Add evidence to each general statement.
Manage your time; budget it.

MATH

Be sure to use all necessary information
Eliminate unnecessary facts

Attack the test with a positive attitude

Make educated guesses
Always estimate before you look at the answers
Take the "givens" first
Have a way to check your answers

Work systematically; organize your work
Inspect the graphs, charts and tables carefully
Zee the patterns and trends

MULTIPLE CHOICE

Time counts! Work quickly.
Eliminate unlikely answers.
Scout clues (words and numbers)
Take a guess before you choose.

Try to give the answers "they" want.
Always choose the "closest" answer; don't get creative
Keep going! Never give up!
Expect "traps"!
Revise answers; change your mind!

UNPACK THE LANGUAGE OF DIRECTIONS

Identify recognize, name, label

Compare/contrast find likenesses and differences
Analyze take apart; evaluate details
Name list

Defend justify; present an opinion and support it
Offer a proof show the rationale

Trace delineate; follow the sequence
Help define differentiate
Illustrate draw; show, sketch
Summarize give the main idea or a synopsis

Differentiating Learning- FAQ's

Frequently Asked Questions 1.How do you change the content when you can’t change the standards? The standards remain constant; they determine “what” you teach in terms of concepts, skills and attitudes. Yet, the actual content you use to deliver the information can change by complexity levels, resources you choose to use, and the actual learning environment employed. 2. How do you change the assignment and maintain the dignity of every student? Teachers foster an awareness of differences in learners; of brain science facts about how every brain is different in how it accesses information; about how learning preferences are designed into the curriculum and lessons. Differentiation becomes part of the classroom culture. 3. How do you assess various assignments for high school? When different students do different assignments to accomplish the same goal, they are graded on how well they do their assignments even though they are accessing the information differently. However, when it comes to grade point averages (GPA)….the question takes on another dimension. Is an A for a simpler assignment equivalent to an A for a complex assignment? Obviously, the answer is, “No, not really!” While both students may accomplish the standard, the one who does the simple assignment is judged on a scoring rubric as “meeting expectations,” while the other with the more advanced assignment “exceeds expectations.” These concerns must be addressed in the GPA situation. Often a “weighting” of the assignments with allotted points is used to designate basic, average or advanced assignments. District leadership and high school faculties must have this discussion and determine their policy for grading differentiated assignments. 4.How do teachers prepare all students for the test at their grade level? In order to prepare all students for the grade level exams when they may be performing below the grade level materials, explicit test prep activities must occur. It simply is not fair to plunge students into test situations without some familiarity with the types of tests, the types of questions, and the guidelines for acceptable responses. Using sample questions, test-taking strategies and attention to the “tricks of testing well” are appropriate preparation techniques. However these test prep strategies must be in balance with the teaching/learning processes of the class. 5. How do teachers do all this active, engaged learning and still keep up with the district or state pacing guide? Active, engaged learning occurs in robust, integrated curriculum models such as problem-based and project-based learning and performance learning tasks. By combining various elements (concepts, skills, attitudes) into a rich learning experience, the pace can remain brisk, yet the learning can strive for deep understanding. Pacing guides are signposts to keep teachers on track, on the pace. They do not replace teacher creativity and ingenuity in designing rigorous, relevant and purposeful learning episodes. 6. How do teachers do cooperative learning in open concept/ open spaces classrooms? Teachers do A. and/or B. and/or C listed below. A. You manage the noise level (six inch voices) and movement (how to move a chair or desk) within the given environment. B. You create sound barriers whenever possible (curtains, book cases, file cabinets). C. You find another area to use for the activity (gym, cafeteria, library, school yard). 7. How do teachers write a lesson for every child? Teachers don’t! Students who need that level of differentiation have an IEP written for them. What teachers do is modify, alter, tweak and differentiate the basic lesson to fit the strengths and weaknesses of various students. They do not attempt to write an individual lesson for every child. 8.How do teachers differentiate for 120-150 students in high school? Teachers have a robust repertoire of teaching strategies. They use multiple methods in teaching the lesson; they often offer options, choices, and various kinds of tasks. It’s like a pot roast with potatoes and peas; some need lots of salt and pepper; some omit the potatoes and need two servings of pot roast; others need to mix their peas with their potatoes in order to appreciate the flavors. None of them get an entirely different dinner. They just get the pot roast “their way.” 9. How do teachers co-teach effectively? They do basic plans and use a consistent color-coding for various kinds of differentiating strategies. Then each can visit the lesson separately and make notes accordingly. They try to find time at lunch, or before or after school to talk. They request time together in the schedule when it is possible to do so. Principal support is elicited for the scheduling situation. 10.What do teachers do to differentiate and address standards at the same time? Teachers honor the standards for their content and their grade level, yet they change the delivery, the process and the accessibility of the learning. They offer different doors for students to enter into the learning, and different ways for them to show what they know. 11. How do teachers differentiate every single lesson? Many teachers already differentiate the lesson. Teachers modify, tweak, alter and shift their basic lesson easily for students. They differentiate in subtle, yet effective ways. For those just starting it eventually becomes a natural part of their planning. 12. How do teachers justify whole class direct instruction teaching? Teachers may introduce a lesson to the whole class and review the lesson as a direct instruction strategy. Yet, they will also include learning centers in the elementary classrooms and learning stations within a block of instructional time in the middle and high school classroom. Whole group instruction is only one small part of the active, engaged classroom.

Best Educational Practices

Education Best Practices Best Practices in Higher Education

Differentiated Learning

Differentiated Instruction What is differentiated instruction? How to Plan For Differentiate Instruction

Differentiated Learning Resources Staff Development: Differentiated Instruction

Learning Styles and Strategies

Learning Styles and Multiple Intelligence More On Learning Styles and Multiple Intelligence Paragon Learning Styles Inventory

Index of Learning Styles Quiz Learning Styles of Students Learning Styles: UT Learning Styles Index of Learning Styles

Multiple Intelligence Quizzes and Inventories

Multiple Intelligence Immersion Adult Multiple Intelligences Quiz Child Multiple Intelligences Quiz Multiple Intelligences Inventory

The Rogers Indicator of Multiple Intelligences Strategies for Learning: Multiple Intelligences Inventory Multiple Intelligences

Howard Gardner on Multiple Intelligences

Teaching Study Tips and Strategies

Study Guides and Strategies Teaching Strategies for Student's Communication Teaching Strategies

Teaching that Makes Sense Professional Development for Teachers Improve Teaching

Enhance Learning with Technology Brain Compatible Teaching and Learning Reading Quest Strategies Multiple Intelligences

All Kinds of Minds Best Practices Texas Schools Just 4 for Kids Teacher Tap Summary of Essential Practices

Middle School Teaching Guide 10 Greatest Websites for Teachers Teaching and Learning Universal Design for Learning

Staff Development for Educators Education World: Staff Development

Lifelong Learning

Lifelong Learning Defined Eduscapes: Lifelong Learning World Bank Lifelong Learning Lifelong Learning for Seniors

Osher Lifelong Learning Institute Osher Lifelong Learning: University of Texas Lifelong Learning: Education & Training for Adults

Get Educated.com

Lifelong Learning - World Wide Online Learning

Southern Cross University - Australia

Ten Things New Teachers Need: Videos

Some mentors use the Ten Things New Teachers Need to Succeed booklet as a discussion starter at their monthly meetings., focusing on a single chapter concept each time. To enhance the discussion and inspire beginning teachers, I have identified clips from ten movies that might accompany or open the sessions.

Enjoy,
Robin Fogarty, Ph.D.

Robin Fogarty and Associates

To begin the entire series, I have selected a video from the television show, Saturday Night Live that presents a skit about teaching.

Prior to Working with Chapters

Focus: General: Quality Teaching

Video: Best of Seinfeld: Saturday Night Live: (Use entire skit of History Lesson)

Question: "How is this an example of quality teaching? How is it an example of
not so quality teaching? Why??

Chapter 1: A Knowing Colleague as Counsel about the Policies, Practices, and "The Politics"!

Focus: Mentoring

Video: Finding Forrester (Clip of Forrester helping boy to learn how to write).

Question: How does this mentor demonstrate the power of one on one mentoring with examples from the film clip.

Chapter 2: A Place Called School and "My Room" for Kids to Grow and Groom and Zoom!

Focus: Climate/Enriched Environment

Video: Teacher (Clip of teacher role-playing Lincoln and Washington)

Question: Discuss how this teacher sets a safe-risk climate, with high expectations and creates enriched environment for learning.

Chapter 3: A Method for Managing 1500 Decisions on Your Seat and On Your Feet!

Focus: Expectations

Video: To Sir, With Love (Clip of classroom scene in which he lays down the rules
and sets high expectations for his students).

Question: Discuss the paradox of kids who break the rules, but really want structure, routine and clear parameters.

Chapter 4: A Discipline Plan That Works.on Paper and On Kids!

Focus: Discipline Plan

Video: Breakfast Club (Clip of kids meeting for the "breakfast club").

Questions: Discuss rules and the critical role of appropriate consequences.

Chapter 5: A Standard Understanding of the Almighty Standards!

Focus: Standards of Excellence

Video: The Paper Chase (Clip of Professor " rigorously grilling" a student).

Question: Discuss role of standards in terms of curriculum that has both rigor and richness.

Chapter 6: A Known Knowledge Base of Core Curriculum Content!

Focus: Lifelong Learning

Video: Dead Poet's Society (Clip of teacher telling kids to rip out the pages as a dramatic way of talking about what he values as curriculum).

Question: How does this teacher address the core curricular content?

Chapter 7: A Fail-Safe Lesson Design for Teachers to Teach and Learners to Learn

Focus: Teach Them! Coach Them!

Video: Stand and Deliver (Clip of Jamie Escalante teaching an addition trick)

Questions: "What are the elements of a good lesson design and how/why are these elements are vital to effective instruction?

Chapter 8: A Repertoire of Teaching Strategies. Different Strokes for Different Folks!

Focus: Differentiation

Video: Mr. Holland's Opus (Clip of Mr. Holland teaching the boy how to play the drums in the marching band.

Question: How did Mr. Holland differentiate instruction for this boy?

Chapter 9: A Love Affair With Assessment. Rubrics are Our New Best Friend!

Focus: Performance

Video: Music of the Heart (Clip in which high standards and quality are clearly represented through the music).

Question: What criteria are evident in quality musical performances and how do
they relate to academic criteria?

Chapter 10: A Winning Way with Parents to Report, to Relate, and to Celebrate

Focus: Parents/Community

Video: Pay It Forward (Scenes when mother first meets teacher).

Question: How might teachers invite parents to participate in school?

Directions: The Little Book

Fold a sheet of paper in half the short way (a hamburger bun or a taco fold). Then fold it in half again, into four corners; and fold it in half one more time. When you open the paper it will have 8 sections on it.
Now, fold the paper again into the hamburger bun. Keep the fold at the top and tear along the center vertical through the fold to the horizontal mark, half way down. If you did this correctly, there should be a hole in the middle of the paper that you can look through.
After the tear has been made, refold the paper the long way, like a hot dog bun or a burrito. The fold and the hole are on the top.
Hold both ends of the hotdog fold and push the ends toward the center, (your hands are pushing toward each other), until all four sections touch. It looks kind of like a pinwheel.
Then, gently fold the pages around and you have a little book with a cover and seven pages.
Put the ragged edges on the bottom and you are ready to make a cover.

Magic Book: Instructions

Each person needs two single sheets of ditto paper.
Fold the first sheet in half (hamburger style) and tear the sheet in half.
Save one half and tear it in half again, making two strips of equal length and width. Save the two strips and put the half aside.
Take the second whole sheet of paper and fold it in half like a hamburger bun fold.
Then, fold both sides back toward the fold creating "wings" or the letter "w" if you look at it from the end.
Grasp the middle section of the same piece of paper, between the two wings and mark off two spots to create thirds.
Now, tear the two marked spots through the fold to the mark. When you are done they should look like three teeth.
Now, open the torn paper and weave the two strips through the sections on each side.
After the weaving is done, fold the book together with the six sections in the middle, giving it a good crease.
Carefully find the middle and open to these six sections; close it again.
Carefully find the two edges beneath the six sectioned middle and pull those far edges out to see the big "magic" page, hidden behind the six sections.
The "Magic Book" is ready for the note-taking activity.

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