1. Philosophy Paper Web: first draft of possible ideas Fall 2006

2. Electronic Portfolio All webs are entered into your electronic portfolio. Information will be used to write personal philosophy paper.

3. Agenda Each group create a philosophy web for each of the themes in the course by the end of the class period. Each group member contributes at least one idea for each theme from each of the journals. Think examples: for you paper you will need lots of examples to explain what you believe. Each member will get a copy to put in their electronic portfolio This is a first draft of ideas. ***Create a MS document with page numbers of your journal pages. One for readings and one for observational journal. Put in electronic portfolio.

4. Group Philosophy Paper Web Draft for Paper This is a set of possible ideas for writing your personal paper at the end of the semester. The paper will be in your electronic portfolio. The number one questions asked in an interview is “Tell us your philosophy or teaching and learning.

5. Philosophy Paper Cont. Using your readings journal, the student will contribute one idea for each of the themes on the journal pages. Do the same for our observational journal. If there are other important ideas you wish to add, do so.

6. Teacher’s Role Our Philosophy of Teaching and Learning Teacher as Facilitator Physical Environment CLASSROOM MANAGEMENT At Least One Example Per Member Pg No. Procedures Learner’s Role Assessment Diversity Technology Cooperation Classroom Materials Instructional Strategies Morning Meeeting Rules Cues Strategies MI Strategies Cooperative Learning Strategies Cues Strategies

7. Our Group Teaching and Learning Philosophy Pg no Teachers Role Learner Centered Facilitative guider Classroom Management Rules Item Procedures Rewards Consequences Minimum-one for each group member Item

8. To encourage students to respect and get along with each other Students learn by cooperating with each other. To be a good example to children Selects developmentally appropriate activities and lessons. Creates active learning activities. Students are involved in their work and with other learners. Use stations and group activities along with independent activities Teaches uses authentic activities: draws on their experiences. Teaches to a theme or whole. Allows students to make decisions about their learning. Uses procedures and management techniques that allow children to explore and learn in safe and effective environment. Facilitative Teacher: A Guide

9. Cooperative Learning Social Objective: Take Turns Academic Objective: Write an ending Roles: Manager, recorder, clarifier, time-keeper Positive Interdependence: roles; one set of materials; jigsaw the task Individual Accountability: pull someone to answer questions Number of students: 3 or 4 or pairs Groups: heterogeneous Group Grade After the Task: Group Processing: We did well in group process; We learned…

10. Learner’s Role Active Learning Knows the procedures. Ask questions Does assignments and activities

11. Constructivist Classroom Student learning is effective in student centered classrooms where students can develop and participate in their own meaning learning…active learning. Teachers are guiders. They help children explore their world and organize the information they are learning. Students are responsible for their learning. Students help others learn. Students help make decisions about their own learning

12. Teachers Role Facilitative or guide Asks open ended questions

13. Behavior Management Create behavior plan: rules, consequences, and rewards Procedures Morning meetings

14. Teaching Strategies Ideas from “Cues,” constructivist teaching. Multiple Intelligences Bloom Taxonomy Open ended questions

15. Bloom’s Taxonomy: Levels of Thinking EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE Make a judgment Creative/make whole Differentiate parts of a whole Rote/Facts Interpret Information Apply/transfer information

16. BEHAVIORAL OBJECTIVE 3-PART SITUATIONSITUATION Examples: After reading…; With group members…; Given text, roles… THE STUDENT WILLTHE STUDENT WILL…(ACTIVE VERB) Example: the student will write a five line paragraph explaining the habitat of a howler monkey. CRITERIA STATEMENT CRITERIA STATEMENT Examples: to the best of their ability; 80%, 90%, 100%)

17. BEHAVIORAL/STUDENT/LEARNER OBJECTIVE (THE TASK/ASSIGNMENT TO BE PERFORMED AND MEASUREABLE) USE 3-PART FORMAT: SITUATION-PERFORMANCE-CRITERIA After seeing a video on how plants grow, the student will tell and point to the parts of a flower with 100% accuracy (by the end the week.) Given a presentation on how to write objectives, the student will write 5 behavior objectives with 85% accuracy (by the end of the class period.) After an introduction to different kinds of sentences, the student will create and practice writing 2 questions, 2 statements, 2 commands, and 2 exclamations to the best of their ability (by the end of the class period.) *(e.g., discuss; how? orally or written or both)

18. GOAL. Understand the life cycle of a pumpkin. Appreciate poetry in young children’s stories.

19. GENERAL/INSTRUCTIONAL OBJECTIVES (WHAT THE TEACHER IS TEACHING T0; CONTEMT) ( What student needs to know at the end of the lesson) Know the characters in the story. Explain the sequence of the story. Describe the setting. Create monkey puppets.