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EdAd 202A The Educator: Instructional Leadership HABITS OF MIND February 3, 2010 Pat Stelwagon.

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Presentation on theme: "EdAd 202A The Educator: Instructional Leadership HABITS OF MIND February 3, 2010 Pat Stelwagon."— Presentation transcript:

1 EdAd 202A The Educator: Instructional Leadership HABITS OF MIND February 3, 2010 Pat Stelwagon

2 Welcome & Routines  Celebrations  What has become clear?  Review/Revise Norms  Questions that need answers now  Essential Questions  What worked last semester? What didn’t?  Evacuation and Other Safety Measures

3 Quick Talk:  What are ten qualities of effective, instructional leaders?  Each take two minutes  As a class, identify a common list

4 Saturday Session:  Saturday, February 6, 2010 – Instructional Leadership  Location/Other Details February 6, 2010 – Sweeney Hall, Room 100 Please bring your food, beverage, snacks, etc. Wear comfortable clothing

5 “The real voyage of discovery lies not in seeking new landscapes, but in having new eyes.” Marcel Proust

6 Using Conjunctions:  To cap an argument: Further or furthermore Hence In short On the whole Thus Consequently

7  To limit a point In particular Especially Generally Frequently Normally Occasionally Then again  To accept a point Granted No doubt Honestly Of course Nevertheless But then

8 Words Often Used Incorrectly  Feel/Believe  Less/Fewer  Most/Majority  Affect/Effect  Among/Between  Datum/Data  Analysis/Analyses  Appendix/Appendices or Appendixes  Criterion/Criteria  Phenomenon/ Phenomena

9 Be Clear and Brief  Make minimal use of Would, Should, and Might.  Avoid wordy expressions. To be deficient in (to lack) It is clear that (clearly)  Omit superfluous words. In a problem-solving situation (In solving problems) In a classroom setting (In a classroom)

10 Improving Sentences  Variety – Find appropriate synonyms for words that appear often (except for technical terms, which do not allow substitutes).  Accuracy – Avoid vague, loose terms that may be misrepresented.  Slang – Avoid words that are not appropriate to the formal context of a research paper.  Contractions – Do not use in your research paper

11 Student Learning Profiles:4-MAT Bernice McCarthy (University of Chicago) TYPE 4 LEARNERS  Learn by creating something new. (Innovators, artists)  PROJECTS TYPE 1 LEARNERS  Learn when it’s personally meaningful. (Philosophers)  Relevant  DISCUSSIONS TYPE 3 LEARNERS  Learn from “hands on” practice. (Scientists, Athletes)  LABS, PRACTICE, & ACTIVITIES TYPE 2 LEARNERS  Learn from systematic presentations of information.  LECTURES, NOTE TAKING, & READING


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