Presentation on theme: "Wed Oct 16, 2013 Wendy Klassen, Anne MacLean"— Presentation transcript:
1 Thinking About Your Thinking/Different Learning Styles/ Making Connections/ Graphic Organizers Wed Oct 16, 2013Wendy Klassen, Anne MacLeanFaculty of Education, UBCO
2 GOALSMake your students’ thinking visible: primarily for themselves, but also for youEncourage students to think more deeplyPast the superficial, passive, filling a vessel notionEnrich students’ conceptual understandingPersonalize the learningMake connectionsThink critically
3 Inclusive Practice for a Wide Range of Student Needs …Why? Colleen LindsaySchool PsychologistStudent Support ServicesSD 22 Vernon, BC
4 Why? This Task May Illustrate This Question Take out a blank piece of paper.Draw a picture of a pig.You will be presented with the completely nonscientific analysis of your drawing.
5 Interpretation If the pig is drawn: Toward the top of the paper, you are positive and optimistic.Toward the middle of the paper, you are a realist.Toward the bottom of the paper, you are negative and pessimistic.
6 If the pig:Faces left, you believe in tradition.Faces right, you are innovative and active.Faces forward (looking at you), you are direct and forthright.Faces the rear, seek counseling immediately. (That’s a joke.)
7 If the pig is drawn with: Many details, you are analytical.Few details, you are a risk taker and sometimes commit before analyzing an entire situation.Fewer than four legs showing, you are living in a time of major personal change.Four legs showing, you are secure and sometimes stubborn.More than four legs showing, seek professional help. (Another joke.)
8 The size of the ears indicates how good a listener you are – the bigger the better. The length of the tail indicates the quality of you love life. The longer the tail, the more fulfilling your love life.Did you even draw a tail?
10 What our students learn What motivates our students to learn Type of knowledgeHow Assessed?ExamplesWhat our students learnContent knowledge:‘What to know”- facts, vocabulary, concepts etc.Procedural knowledge:‘How to’ knowledge- skills, strategies, techniques, procedures etc.Formative or SummativeWork samples or portfolios with feedback /responseRubricsQuizzes/testsFree writingPerformance tasks with criteriaInterview or other personal communicationHow our students learnTacit knowledge:‘Soft skills’ that help students acquire knowledge: for example, how to...take notes,read a textbook,pace yourself in the allotted timeorganize to begin a taskbe attentive to details,ask for helpFormativeObservationself-checking strategiesTo do listsContractsTemplates and graphic organizersModellingFeedbackWhat motivates our students to learnSelf-knowledge:For example-Learning profile: our preferred modes of engagement when learning such as...Learning styleMultiple Intelligences (MI)Affect: students’ attributes that directly affect a students’ motivation to learn and predispose them to behave in academically and socially productive (or unproductive) ways such as...InterestsAttitudes/AnxietiesAspirations & EfficacyQuestionnaires or surveys (Learning Style, MI, Interest, Attitude)Free write: journals, metaphors, poetryVisual representation: drawing, sculpting, model creation
11 Metacognition: - awareness and understanding of one's own thought processes - active control over the cognitive processes engaged in learning
12 Assessment AS Learning Teachers work with their studentsto bring them into the assessment process so that the studentslearn to understandhow they are learningas opposed towhat they are learning.
13 Self-Assessment: An on-going process whereby students reflect on their learning Association for Achievement and Improving for Learning
14 Students take responsibility for their learning Association for Achievement and Improving for Learning
15 Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
16 Metacognitive strategies include mnemonic devices, problem-solving routines, self-monitoring skills, and the use of graphic organizers. Graphic organizers are designed to assist students in representing patterns, interpreting data, and analyzing information relevant to problem- solving in order to assess their own learning.
18 What did you have for dinner last Sunday? Learning is contextual!!
19 Prior Knowledge Prompt Relates new learning toexisting knowledgePromotes learning by helping students retrieve relevant information and learn with awareness
20 Mnemonic DevicesStrategies that students and teachers can create to help student remember content. The verbal information promotes recall of unfamiliar information and content.Examples??
21 Please Excuse My Dear Aunt Sally BEDMAS My Very Educated Mother Just Served Us Nine Pizzas
22 K-W-L or K-W-H-LKWLKWHLBefore introduction of a topic, students write down and discuss, what they know (K) (or think they know) and what they wonder about or want (W) to learn about the topic. They may also include how (H) they are going to find the information.
23 Graphic or Visual Organizers http://www. enchantedlearning
29 Graphic or Visual Organizers http://www. enchantedlearning
30 GOALS REVISITEDMake your students’ thinking visible: primarily for themselves, but also for youEncourage students to think more deeplyPast the superficial, passive, filling a vessel notionEnrich students’ conceptual understandingPersonalize the learningMake connectionsThink critically