Distance Learning Foundation With support from the U.S. Embassy RELO and TOT Public Company Limited Bangkok, Thailand

Establishing a Culture of Achievement Planning for Success: Lesson Planning, Learning Styles & Teaching Strategies Session 4

Format of Today’s Session Via Questions and Brief Discussions Part I: Review concepts of the past session Part II: Share and discuss lessons, activities, & experiences from Session 3 with Marti Via Activities and Handouts Part III: Welcome new concepts; Continue with MI & Classroom Instruction Strategies Part IV: Apply to Sample Lesson Provided & Plan Ahead to Use for Real Lesson

A Few Reminders Please be an active participant with your fellow teachers during discussions and activities. More engagement = more ideas Please be ready to share your ideas with each site several times More ideas = more learning Please try to share your ideas if it is your first time in the session. More learning = more engagement

Each Site “Reminders” Each site should contribute about FIVE times during the entire session. Questions will be answered one at a time. (on the next slide) People who have not spoken are encouraged to contribute.

Questions To Think About, Part 1 1a) What makes a question a “good question”? 1b) How do you use questions to help students find their own answers? 2a) Are there ways to increase Naturalistic Intelligence in your classes? If so, what are they? If not, what do you do instead? 2b) What did you do in your classes after Session Three with Marti? What did you try to do but couldn't in your classes?

Questions To Think About, Part 1 1a) What makes a question a “good question”? From your experience as a teacher and learner, what kind of questions are considered “good”? Let's hear a few responses. (BKK, Hua Hin, Nong Khai)

Questions To Think About, Part 1 1b) How do you use questions to help students find their own answers? What are some sample questions you used with your students recently? Were students able to find answers on their own? Were students encouraged to ask more questions? (BKK, Nong Khai, Hua Hin) New participants please!

Questions To Think About, Part 1 2a) Are there ways to increase Naturalistic Intelligence in your classes? If so, what are they? If not, what do you do instead? What did you learn about this Intelligence? What is your opinion/experience about incorporating this in your classes? (Hua Hin, Nong Khai, BKK) New participants please!

Questions To Think About, Part 1 2b) What did you do in your classes after Session 3 with Marti? What did you try to do but couldn't in your classes? Let's share with each other a lesson or part of a lesson you did in your class. New participants please! (BKK, Hua Hin, Nong Khai)

Listen, Think, Question, Act Choose one. Explain why. Suggest another. Watch Richard St. John's short lecture on success. (handout 1)

Let's share! (Hua Hin, BKK, Nong Khai)

Two Intelligences IntrapersonalLogical Mathematical Reviewing your intelligences handouts carefully... How are these two intelligences applied in the previous activity? Which tools were incorporated from each intelligence? (BKK, Nong Khai, Hua Hin) (2 minutes to discuss)

Intrapersonal (some tools) Silent reflection Thinking strategies planning Emotional processing Introspective procedures Mindfulness High order reasoning Prefer to work alone; in tune with inner feelings; inwardly motivated What kind of activities do your students already do that apply this intelligence? What kind of activities would you like your students to do to apply this intelligence? New participants please!

Logical Mathematical (some tools) Abstract symbols & formulas Outlining Graphic organizers Forcing relationships Problem solving Pattern games Think conceptually & abstractly; like to experiment, ask questions, think; love challenge of complex problems What kind of activities do your students already do that apply this intelligence? What kind of activities would you like your students to do to apply this intelligence? New participants please!

Classroom Instruction: Identifying Similarities & Differences Comparison & contrast with a problem or situation Teachers explicitly guide students Students identify the similarities & differences on their own Analogies are created to identify relationships between concepts Metaphors are created to identify a pattern Students classify things into categories (handout 2)

Classroom Instruction Practice 1: Identifying Similarities & Differences Draw a Venn Diagram or Graphic Organizer to indicate the similarities & differences between these two items.

similarities & differences (2 minutes to identify)

Let's share! (Hua Hin, Nong Khai,BKK)

Classroom Instruction Practice 2: Identifying Similarities & Differences Hot is to cold as night is to day. Example Your Turn to Complete Oxygen is to humans as ? is to plants. Carpenter is to ? as painter is to brush.

Applying Sample Lessons, part 1 From Messages, Level 2 pg How would you guide students in identifying similarities & differences from this part of the lesson? What kind of activity would they do? (also visualizer) (2 minutes)

Applying Sample Lessons, part 2 From Smile, level 6, pg Think about Intrapersonal or Logical-Mathematical Intelligences. How can you guide students in applying and strengthening these intelligences in any of these activities? (also visualizer)(2 minutes)

Assignment For Your Real Class Lesson Bring in a description of what you did or a sample activity applying any of the two intelligences from today. If you also had a lesson that identified similarities & differences, bring that or describe it also.

Thank You! See you in the next session!