1. EDUC 4464 – Class 8 J/I Methods Get ready for a video October 3, 2007

2. Impacting Teaching and Learning with Brain Research - Video 2: Brain and Body Cycles that Affect Learning 1. Why is the correct level of light important in the classroom? 2. Junior & Intermediate teachers often put reading in the morning and math immediately after lunch. Why do they do this? 3. How much practice time do students take on average to get the information into the cerebellum? How much down time is needed to solidify the new pathways? 4. Teachers often make errors when teaching similar skills. What error do they make? 5. Studies have shown that something like 90% of CEOs in Fortune 500 companies played a musical instrument in school. Why does this make sense? 6. Practice makes----- 7. Why do we introduce lesson plans here at the faculty, give students a chance to share and talk about it, then send students off to placement to do on their own? 8. If guided practice insures learning, what Nipissing lesson plan allows the students to learn better? 9. Why do we have the lesson at the beginning, the consolidation in the middle in the GLP (or middle and/or end in ALP), and the application at the end? (hint: Primacy- Recency effect) 10. Why are recesses and active break times important? (hint: Primacy-Recency effect)

3. Placement Review October MondayTuesdayWednesdayThursdayFriday 8 Thanksgiving 9 10 11 If possible students should observe a variety of classrooms and other instructional settings as assigned by the principal, vice-principal, or department head. 12 In class observation 15 1 or 2 lessons 16 17 18 19 Increase instructional responsibilities (max. 50%) -initial opportunity to practice lesson planning and implementation; classroom management, on-going formative feedback -anecdotal practice teaching report written by the associate teacher to be submitted by Dec. 4 Take out your PT Handbook and turn to the placement chart near the front of the book.

4. Other things to Remember Information should appear only in one place If you write up in detail your assessment and application right after writing your enduring understanding, not only should all three match, but when you go to write your teaching strategies (the lesson) if you find yourself repeating what you already wrote in your application you know to take it out.

5. An advance notice… In Ontario, assessment is based on achievement of the expectations only. If you design down, this naturally happens. Just so you know (and I cover this when we do the report card in block 3) the following can be tracked but not assessed for a mark or contributing to a grade: Independent Work Initiative Homework Completion Use of Information Cooperation with others Conflict Resolution Class Participation Problem-solving Goal-setting to improve work Learning Skills from the Ontario Report Card Up-keeping notes Up-keeping a notebook Marks can not be subtracted for lateness In Addition Because….

6. You were asked to think about one expectation and a matching application for a GLP You were asked to think about one expectation and a matching application for a ALP ►If you have these, take a close look – do they match? Feel free to trade off with a peer who also has it done for their input. A second set of eyes can be wonderful. ►If you do not have them, pick an expectation and make an assessment. Then trade with a peer. Make sure the application is detailed and it matches the expectation(s).

7. Question Period Any questions, concerns, which have not yet been answered? OSS

8. Write an application and an assessment for these enduring understandings… 5a63Grade 5 The Arts Drama & Dance Critical Thinking – explain how elements of dance work together to create different effects on the audience (specifically lighting and use of music) 8n11Grade 8 Native Languages Oral Communication, Reading, and Writing — use compound and complex sentences in conversations (e.g., If it rains, I will sleep; If it rains, I will take the clothes off the clothesline so they won’t get wet) TFV.03I Grade 10 Technological Education Theory and FoundationOverall Expectations - describe the functions of five internal and five external computer components

9. Next Class Bring one GLP and one ALP you used during your placement. If you only used one type bring two samples.