Presentation on theme: "Hanady Mirza LESSON PLANNING IN STUDENT CENTERED-CLASSROOMS."— Presentation transcript:
Hanady Mirza LESSON PLANNING IN STUDENT CENTERED-CLASSROOMS
Hanady Mirza email@example.com 2 CLASSROOM Teacher-CenteredStudent-Centered T ss T ss
Hanady Mirza firstname.lastname@example.org 3 STUDENT-CENTERED CLASSROOM How do students actively learn? What is learning?
Hanady Mirza email@example.com 4 Ten Principles of Learning 1.We learn to do by doing. 2.We learn to do what we do and not something else. 3.Without readiness, learning is inefficient and may be harmful. 4.Without motivation there can be no learning at all. 5.For effective learning, responses must be immediately reinforced. 6.Meaningful content is better learned and longer retained than less meaningful content. 7.For the greatest amount of transfer learning, responses should be learned in the way they are going to be used. 8.One's response will vary according to how one perceives the situation. 9.An individual’s responses will vary according to the learning atmosphere. 10. One does the only thing one can do given the physical inheritance, background, and present acting forces.
Hanady Mirza firstname.lastname@example.org 5 Tell me and I will forget Show me and I might not remember Involve me and I will understand Ce qui reste quand on a tout oublié
Hanady Mirza email@example.com 6 What Do We Remember? We remember … 10% of what we read; 20% of what we hear; 30% of what we see; 50% of what we see and hear 80% of what we say; 90% of what we say and do From: Resources for Organizations and Creative Training TechnIques, 1997
Hanady Mirza firstname.lastname@example.org 7 The teacher HELPS students construct THEIR own knowledge. HOW?
Hanady Mirza email@example.com 8 Teacher Should: check students’ prior knowledge about the desired topic help/guide students to say and do to construct THEIR own knowledge. CONSTRUCTIVISM
Hanady Mirza firstname.lastname@example.org 9 GAPS NO lazy students but students with gaps in their prior knowledge. Teachers are one major cause of students’ gaps in knowledge. (students with normal abilities)
Hanady Mirza email@example.com 10 Types of Learners & Learning Styles Types of learnersLearning styles High Average }Achievers Low VAK -Visual -Auditory -Kinesthetic VARK -Visual –Aural Read/Write –Kinesthetic
Hanady Mirza firstname.lastname@example.org 11 Some Prerequisites for a Successful Lesson Plan Material -Rapport between Teacher and Students -Appropriate Use of Motivational Strategies Reward/Punishment System Effective Classroom Management Techniques
Hanady Mirza email@example.com 12 MATERIAL Interesting/ motivating Valuable/ relevant Appropriate level of difficulty (neither too easy nor too hard) Balanced activities Suitable for different types of learners (individual differences) Appropriate visual aids and graphic organizers (Importance of visual aids especially in lower elementary classrooms). Integration of language skills.
Hanady Mirza firstname.lastname@example.org 13 Rapport between Teacher and students: Teacher should: Create a positive environment (A classroom where it is FUN to learn and where students’ anxiety level is low) Have NO teacher’s pets Be friendly but firm Promote affiliation and approval among students Apply effective motivational strategies before, during, and after the lesson plan
Hanady Mirza email@example.com 14 How Can a Teacher Motivate Students? 8 characteristics to motivate students: 1.Instructor's enthusiasm 2.Relevance of the material 3.Organization of the course 4.Appropriate difficulty level of the material 5.Balanced activities 6.Active involvement of students 7.Variety in activities and in teaching techniques 8.Rapport between teacher and students
Hanady Mirza firstname.lastname@example.org 15 HOW CAN YOU M O T I V A T E YOUR STUDENTS?
Hanady Mirza email@example.com 16 Incorporate Instructional Behaviors Hold high but realistic expectations for your students Help students set achievable goals for themselves Tell students what they need to do to succeed in your class/course Strengthen students' self-motivation Avoid creating intense competition among students Be enthusiastic about your subject
Hanady Mirza firstname.lastname@example.org 17 Structure Your Course Work from students' strengths and interests When possible, let students have some say in choosing what will be studied Increase the difficulty of the material as the year progresses Vary your teaching methods
Hanady Mirza email@example.com 18 Respond To Their Work Give students feedback as quickly as possible Reward success Introduce students to the good work done by their peers Be specific when giving negative feedback Avoid demeaning/insulting comments Avoid giving in to students' pleas for "the answer" to homework problems
Hanady Mirza firstname.lastname@example.org 19 De-emphasize Grades Emphasize mastery and learning rather than grades Design tests that encourage the kind of learning you want students to achieve Avoid using grades as threats to punish: a-Student’s misbehavior b-Incomplete tasks
Hanady Mirza email@example.com 20 8 Simple Rules for Teachers Rule 1: Emphasize the most critical concepts continuously. Rule 2: Provide students with a "visual aid" when possible to explain abstract concepts. Rule 3: Rely on logic when applicable. Rule 4: Use in-class activities to reinforce newly presented material. Rule 5:Help students create a “link” when teaching something new. Rule 6: Recognize the importance of vocabulary in a course. Rule 7: Treat students with respect. Rule 8: Hold students to a high standard.
Hanady Mirza firstname.lastname@example.org 21 Other Important Teacher’s Characteristics Teacher should develop the 3 Rogerian Characteristics of a counselor: (Carl Rogers) a.Listen intently to his/her students b.Unconditionally accept all students c.Empathize with his/her students
Hanady Mirza email@example.com 22 Reward/Punishment System Be consistent in applying class rules agreed upon on the first day of school Use happy/sad face chart (or equivalent) Use appropriately token economy and Time-Out Don’t punish students RATHER motivate them to complete the task Never ridicule/insult students
Hanady Mirza firstname.lastname@example.org 23 Classroom Management Techniques Effective management of: Class time (Increase Time-on-Task) Students’ behavior ( behavior modification and reward/punishment system) Classroom instructions Tell students: 1- what to do 2- what material to use 3- time needed to complete the task
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