Presentation on theme: "Intellectual Challenge of Teaching"— Presentation transcript:
1 Intellectual Challenge of Teaching By: Julie Wethy
2 Expectations What are you expectations of your students? Teachers who take responsibility for student learning recognize challenges students and their families face but are convinced that those challenges do not prevent learning and that a strong education will serve students (Sleeter, p.128)Thinking outside the curriculum planning boxCreating high expectations for your students enables them to use higher thinking skillsAre the students engaged in lessons the lessons you are teaching or are they bored?
3 Meet Juanita Juanita had high expectations of her students She taught BEYOND the general teaching standards.She equipped her students with the knowledge needed to meet her expectationsJuanita incorporates multicultural material where applicable.Her students created six books on the computer over the course of the school year.
4 Curriculum PlanningBloom’s taxonomy is a helpful and useful planning tool.Here are four questions to help you work through Bloom’s Taxonomy:How does the unit as you have planned it so far, or as you have taught it before, address each of the six levels of Bloom’s taxonomyHow do the curriculum standards for the unit you are developing address the levels of Bloom’s taxonomy?How does the books address the levels of Bloom’s taxonomy?Using the Bloom’s taxonomy as a guide, if your students were to be prepared for college, what should they be learning in this unit that isn’t listed above?
5 Cognitive Domains of Bloom’s Taxonomy KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationEducationalObjectiveRecall information such as dates, events, placesRecall major ideasExplain what information meansInterpret informationTranslate knowledge into new contextOrder, group, infer causesPredict consequences from informationUse information, methods, skills, or concepts in new situations to solve problems or answer questionsRecognize components and patternsOrganize partsCompare and contrast similarities and differencesUse old ideas to create new onesGeneralize from given factsRelate knowledge from several areasCombine different ideas or conceptsDiscriminate between ideasAssess value of evidence supporting ideasMake choices based on reasoned argumentRecognize subjectivityAssociated VerbsList, define, tell, describe, identify, shoe, label, examine, tabulate, quote, name, who, where, whenSummarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extendApply, demonstrate, calculate, complete, illustrate, show, solve, modify, relate, change, classify, experiment, discoverAnalyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, inferCombine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewriteAssess, decide, rank, test, measure, recommend, convince, select, judge, evaluate, discriminate, support, conclude, compare, summarize
6 Mini University - MonaMona’s 4th grade solar system unit in relationship to culture, academic expectations and Bloom’s levels of thinkingStudents work from a syllabus, internet research, write reports in word documents, and use power point to create their presentations.Her solar system unit was linked to literature and language artsShe organized students into cooperative groups according to knowledge and comprehension levelsShe engaged students in learning and thinking across the spectrum of Bloom’s taxonomy.
7 Enabling StrategiesAssist students in learning how to think more complexly than they do presently by themselves such as modelingBelieving that students need to learn facts and skills before they can go on to more complex ideasDrilling students on the basics to prepare then for higher level workFocusing less on the structure of disciplinary knowledge than on the process of knowing
8 ScaffoldingBridges students’ current academic performance with potentialStage 1- building knowledge of the topicStage 2 – the teacher talks through text construction with studentsStage 3 – the teacher jointly constructs texts with studentsStage 4 – Students write independently
9 Meet Gina Discovery of the English Language Development (ELD)diet The use of explicit instruction, scaffolding, and/or modeling in her Spanish classroom instructionShe teaches the students to create literacy analysis on books being read individually and as a class
10 Possibilities and Challenges Build relationships with your students and use the relationship built to model learning and enhance the teaching-learning process (Sleeter, p.145)When you feel passionate about what you are teaching it is easy for students to get excited and become passionate about it too.Set high expectations for your studentsLook beyond what you think they can do and accomplish