EDUC 4454 P/J Methods – Class 1 Methods Principle: Planning Office: H340 Tel: 474 – 3450 Ext: Before Class starts please Bookmark : Explore the sites you have bookmarked today until class begins. Note: If you don’t know how to bookmark, ask a peer in the class. If you do know how to bookmark engage in a method called ‘Peer Instruction’ and go around the room to see if anyone needs help. ‘Peer Instruction’ works wonderfully in Junior (grades 4-6) classrooms.

WELCOME TO THE FIRST DAY OF YOUR NEW CAREER! What is on the two sites you bookmarked? Method – Peer Instruction Running a Classroom Concept – Bell Work

1. Make 7 Sub Folders in your Methods folder with the following titles: Planning Communication Differentiation Instructional Tips Assessment/Evaluation Rapport Building Classroom Tips 2. Under Classroom Tips copy: Bell Work – These are activities designed to develop a quiet working atmosphere in your classroom. They can be used at the beginning of the day, after lunch, after a class rotation or at transition times. These are usually done independently, but can be done as a pair activity or in a group. 3. Under Instructional Tips: Peer Instruction – Make your own note on this. 4. Under Rapport Building: Ice Breaker - – Make your own note on this (These headings should also be set up as tabbed dividers in a binder to help organize hard copy handouts)

Academic (B.A., B.Sc., BPHE., M.A., PhD., ……) Increases specific knowledge in an area of study Information given to the student Student is often a passive listener Application is often a test, exam, or essay Student is in the process of being a learner of subject matter and increasing their knowledge base Professional (LLB., BEd., BSc (Nursing)., MD., ND., BSW., …..) Increases knowledge and Qualifies you to perform a specific set of skills Information is given to the student Information is discovered by the student Application is often group work (large and small) or individual work involving reflection, discussion, practice, modelling and a practicum Student is in the process of reinventing self and thus moving from student to professional so must be an active participant Remember you are moving from a student to a professional teacher. You are engaging in a noble pursuit so be kind to yourself - changing your mind-set can be a challenge. Welcome to your professional degree…

Course Introduction Open my site (you just bookmarked it): Contact information – first page Office: H 340 Extension: 4526 Under Methods – Course Outline (same as paper copy you have in front of you) Assignments: Assignment #1 – due 2 nd class week of September 8-12, 2008 Lesson Plan #1 – due 2 nd class week of September 15-19, 2008 Lesson Plan #2 – due 2 nd class week of October 27-31, 2008 Analysis of Communication – due 2 nd class week of December 1-5 Portfolio – in class, week of March 30 – April 3, 2009 Final Exam – Week of April 20 th - April 24 th (has yet to be scheduled) One person at each table collect any newsletters and bring them up to the front.

Portfolio Assignment A professional portfolio is a collection of your credentials, demonstrates your professionalism, and at this stage of your career is often important during interviews as part of your ‘sales pitch’. Get started now! Gather material for it over time. Prof. J. Pitt

Methods – Is the “how to” of teaching Teaching is a journey! As a teacher you have to: 1. Know where your students are now – starting point (pre- assessment) 2. Know where you want them to go – expectations 3. Know how you will take them there –teaching/learning strategies 4. Know when they have arrived - assessment EDUC 4454 – Methods

Where good teaching exists… (Venn Diagram) Cognitive Domain Analytic Intellectual Rational Reasoning Thinking Affective Domain Influence Inspire Impress Persuade Touch Good Teaching The Skills The Facts The social and the personal / emotional MOTIVATION TO LEARN (also results in a decrease in behavioural issues)

Kohlberg ‘exchange of favours’ ages 6-9 ‘ good boy – nice girl’ ages Be aware of how students make sense of their world Students – what motivates them Junior (Grades 4, 5) Intermediate (Grades 7-10) Junior (Grades 5, 6)

Being Proactive… Know your students! Take what you know about student development and incorporate it in the planning for that age level. Example: Math Class, beginning of grade 4 students are most likely interacting with their world at a ‘concrete operational’ level and most likely are making sense of the world from the ‘exchange of favours’ perspective. My students will work better if I chunk the directions. In order to have them check their answers, I have to motivate them so they see a positive from it. For example, perhaps they can plot their answers on graph paper to find the mystery picture. This invokes the ‘exchange of favours’ to off-set not liking to check conclusions. -Ability to order, classify, and consider several variables at once; Still need step- by-step instructions; Difficulty thinking about how they got to conclusion and don’t like to check conclusions -‘exchange of favours’

Maslow’s Hierarchy of Needs Self- actualization Esteem & Self- respect Belonging & Affection Safety & Security Physiological Hunger, thirst, breathing Protection from injury, pain, temperature Love, warmth, affection Feeling adequate, competent, worthy, appreciated, & accepted Self-fulfillment by using one’s talents and potential Before a level can be met, the lower level must first be met. Affective Domain working on the Cognitive

Example: Primary-Aged Student Development PHYSICAL (psychomotor) p.38 in CT & M SOCIAL/EMOTIONAL (affective) p.33 in CT & M COGNITIVE (thinking) p.11 in CT & M * Growth rate rapid * Large muscles develop and child becomes more coordinated * Muscles are not yet firmly attached to the skeleton * Child has high energy levels yet tires easily *General growth pattern of girls more advanced *Is more concerned with self than others *Is more interested in the immediate time frame *Doesn’t yet know own limitations *Perceives from own point of view *Finds it difficult to share and take turns *May prefer to play alone, beside others or with special friends * Learns by manipulating and changing things *Uses trial & error approach *Often acts before thinking *Has an extremely concrete orientation to learning *Links memory to particular experiences *Listens for general rather than specific

Example: Junior-Aged Student Development PHYSICAL (psychomotor) p.38 in CT & M SOCIAL/EMOTIONAL (affective) p.33 in CT & M COGNITIVE (thinking) p.11 in CT & M * growth rate slower * hand / eye co- ordination well- developed * wrist bones developed * still building nerve pathways * often hungry * boys developing better overall co- ordination see and respect other’s point of view greater responsibility to persevere enthusiastic, moody at times learns about self through peer interactions more sharing & co- operation * begin to challenge authority * able to sort, classify ideas * able to focus, sustain thought * still need concrete references * notion of time, space * can use graphs/forms * can reason * can make & carry out plans * able to think about different dimensions