1. Best Practices in Education Dr. Timothy L. Heaton Professor of Education Cedarville University Heatont@Cedarville.edu

2. Entrance Slip 1. Fill out a note card with your name, your school, your grade/subject level. 1. Fill out a note card with your name, your school, your grade/subject level. 2. Make sure you are registered for this session or get registered immediately afterwards. You must attend all sessions to get C.E.U.credit. 2. Make sure you are registered for this session or get registered immediately afterwards. You must attend all sessions to get C.E.U.credit. 3. When you see Dr.Heaton raise his hand, this is the quiet signal, you raise your hand to show you are ready to listen. 3. When you see Dr.Heaton raise his hand, this is the quiet signal, you raise your hand to show you are ready to listen.

3. Groups 1. Find others with your same color card and form a group( no less than 3, no more than 5) 1. Find others with your same color card and form a group( no less than 3, no more than 5) 2. As soon as you form your group, move to an area of the room where you can sit and discuss information and work together and yet see the projection screen. Introduce yourself to one another. 2. As soon as you form your group, move to an area of the room where you can sit and discuss information and work together and yet see the projection screen. Introduce yourself to one another.

4. Assignment #1:What did you learn in school? Jot down a few things that you learned in school other than academics as a child. ( i.e. kids can be cruel) Jot down a few things that you learned in school other than academics as a child. ( i.e. kids can be cruel) Jot down a few things that you’ve learned about school since you’ve been a teacher about the “system”. ( lesson plans are a pain) Jot down a few things that you’ve learned about school since you’ve been a teacher about the “system”. ( lesson plans are a pain) You will have 2 minutes to do this. You will have 2 minutes to do this. Turn to a neighbor or neighbors and share your items you learned. You’ll have 2 minutes to do this. Turn to a neighbor or neighbors and share your items you learned. You’ll have 2 minutes to do this. Share some significant items which your neighbor mentioned. Share some significant items which your neighbor mentioned.

5. Best Practices in Education 1. Psychologically Safe Environment 1. Psychologically Safe Environment 2. Academically Challenging Curriculum with High Interest Level 2. Academically Challenging Curriculum with High Interest Level 3. Collaboration between student and teacher, student and student, teacher and home 3. Collaboration between student and teacher, student and student, teacher and home 4. Understanding the Learner and the Learning Process ( Intelligences, Learning Styles, Brain- research) 4. Understanding the Learner and the Learning Process ( Intelligences, Learning Styles, Brain- research) 5. Time On Task and Classroom Management and Discipline. 5. Time On Task and Classroom Management and Discipline. 6. Authentic and Alternative Assessments 6. Authentic and Alternative Assessments

6. Schools are NOT the best places to learn 1. Research says that 1 in 20 students are school-a- phobic. 1. Research says that 1 in 20 students are school-a- phobic. 2. Research shows that 1-10 teachers are not competent in the subject they teach. 2. Research shows that 1-10 teachers are not competent in the subject they teach. 3. Research shows that most teachers main problems in the classroom is classroom management and discipline. 3. Research shows that most teachers main problems in the classroom is classroom management and discipline. 4. Research shows that bullying occurs in every grade and in every school, especially in lunchrooms, restrooms, playgrounds and on the way to and from school.( including busses). 4. Research shows that bullying occurs in every grade and in every school, especially in lunchrooms, restrooms, playgrounds and on the way to and from school.( including busses). 5. Research shows that over half of students do not sense their teacher cares about them as a person. 5. Research shows that over half of students do not sense their teacher cares about them as a person.

7. How to Make Your classroom “ Safe” 1. Create a warm, nurturing environment. 1. Create a warm, nurturing environment. 2. Have students take ownership of their classroom including the class rules, class orderliness, and class reputation. Give them responsibility and teach them how to be responsible. 2. Have students take ownership of their classroom including the class rules, class orderliness, and class reputation. Give them responsibility and teach them how to be responsible. 3. Greet the student and know their name and their individual interests outside of class. 3. Greet the student and know their name and their individual interests outside of class. 4. Know their learning modality and their emotion and intelligence. 4. Know their learning modality and their emotion and intelligence.

8. Safe Classrooms Student and Teacher Bulletin Boards Student and Teacher Bulletin Boards About family, hobbies, grade cards, awards, etc. About family, hobbies, grade cards, awards, etc. Never lose control…never cry in front of your class, never scream at your class or show you are irritated. Be cool, calm and focused. Never lose control…never cry in front of your class, never scream at your class or show you are irritated. Be cool, calm and focused. Always keep children in your sight. Playground and Lunchroom. Listen to what they say happens on the school bus and follow up on it. Always keep children in your sight. Playground and Lunchroom. Listen to what they say happens on the school bus and follow up on it.

9. Safe Classrooms Build rapport with your class, be friendly, but not their friend. Build rapport with your class, be friendly, but not their friend. Have a uniform discipline system( more later) and let them know what they do and say is important. Have a uniform discipline system( more later) and let them know what they do and say is important. Go to games, concerts, special events, and know your students ( Miss K). Go to games, concerts, special events, and know your students ( Miss K). Positive Phone calls and home visits. Positive Phone calls and home visits.

10. Academically Challenging and High Interest Curriculum 1. Know your State Standards and hold yourself to a higher level than this. 1. Know your State Standards and hold yourself to a higher level than this. 2. Know your School’s mission and make sure you are modeling that mission and disciplining the students towards that mission outcome. 2. Know your School’s mission and make sure you are modeling that mission and disciplining the students towards that mission outcome. 3. The Textbook is only the beginning of the curriculum. Most teachers worry about “covering” it, when they need to know how to uncover the information so the students will remember. 3. The Textbook is only the beginning of the curriculum. Most teachers worry about “covering” it, when they need to know how to uncover the information so the students will remember.

11. Academically Challenging and High Interest Curriculum Know what is going on in your student’s world and teach to those high interest topic areas using your set standards and objectives. Know what is going on in your student’s world and teach to those high interest topic areas using your set standards and objectives. Teach Thinking Skills, Problem Solving and Concepts, not facts in isolation. Teach Thinking Skills, Problem Solving and Concepts, not facts in isolation. (The Bee Hive- neighborhoods) (The Bee Hive- neighborhoods) Use cooperative learning groups, projects, learning centers, hands on learning, and multi- sensory teaching methods. Use cooperative learning groups, projects, learning centers, hands on learning, and multi- sensory teaching methods.

12. Academically Challenging and High Interest Curriculum Teach Using Bloom’s Taxonomy. Teach Using Bloom’s Taxonomy. Research shows most schools only get to perhaps the Comprehension level at the highest and usually are only at the Factual Regurgitation level in most courses. Research shows most schools only get to perhaps the Comprehension level at the highest and usually are only at the Factual Regurgitation level in most courses. What about Analysis, Synthesis, Evaluation levels? What about Analysis, Synthesis, Evaluation levels?

13. Curriculum in Bloom Factual Recall: ( Finding out) Factual Recall: ( Finding out) Locate, demonstrate, recognize, discover, restate, identify, inquire, match, translate, illustrate Locate, demonstrate, recognize, discover, restate, identify, inquire, match, translate, illustrate Application: ( Making Use of Known) Application: ( Making Use of Known) Model, apply, organize, construct, collect, experiment, choose, sketch, solve, paint, draw, generalize Model, apply, organize, construct, collect, experiment, choose, sketch, solve, paint, draw, generalize Analysis: (Taking Apart the Known) Analysis: (Taking Apart the Known) Categorize, take apart,, analyze, dissect, diagram, separate, classify, compare, contrast, describe Categorize, take apart,, analyze, dissect, diagram, separate, classify, compare, contrast, describe

14. Curriculum in Bloom #2 Synthesis: ( Putting together the new) Synthesis: ( Putting together the new) Add to, create, imagine, combine, plan, modify, suppose, predict, hypothesize, design, what if…, invent, infer, explain, improve, compose, originate Add to, create, imagine, combine, plan, modify, suppose, predict, hypothesize, design, what if…, invent, infer, explain, improve, compose, originate Evaluation:( Judging the Outcome) Evaluation:( Judging the Outcome) Justify, debate, solve, recommend, judge, criticize, consider, weigh, appraise Justify, debate, solve, recommend, judge, criticize, consider, weigh, appraise

15. Know How to Plan for Success Ask: Ask: 1.What do I want my students to know when they are finished with this lesson? ( Backwards design beginning with your end assessment designed from your goal/objective) 1.What do I want my students to know when they are finished with this lesson? ( Backwards design beginning with your end assessment designed from your goal/objective) 2.How does this lesson connect to other lessons or information they have already learned? 2.How does this lesson connect to other lessons or information they have already learned? 3. Which is the best teaching strategy for me to accomplish that task? ( remember if you are bored…they are more bored). 3. Which is the best teaching strategy for me to accomplish that task? ( remember if you are bored…they are more bored). 4. How can I tell whether they learned the material well or not? Authentic Assessment 4. How can I tell whether they learned the material well or not? Authentic Assessment 5. What biblical truth is taught in this lesson? ( If you can’t find one…then don’t teach it) All truth is God’s truth. Search the Scriptures Daily. 5. What biblical truth is taught in this lesson? ( If you can’t find one…then don’t teach it) All truth is God’s truth. Search the Scriptures Daily.

16. Let’s Talk About…. Take a minute and think about the value of the following items and at what level the students are learning re: Bloom’s taxonomy…be able to give rationale as to why we need to use these. Take a minute and think about the value of the following items and at what level the students are learning re: Bloom’s taxonomy…be able to give rationale as to why we need to use these. Worksheets and Workbooks Worksheets and Workbooks Textbooks Textbooks Homework Homework 6 hrs of class and 3 months off in the summer 6 hrs of class and 3 months off in the summer

17. Academically Challenging and High Interest Curriculum The Research in Education shows: Workbooks and Worksheets Workbooks and Worksheets ( Not a single shred of evidence that supports that either of these are effective teaching items….but they do keep the students busy) ( Not a single shred of evidence that supports that either of these are effective teaching items….but they do keep the students busy) Textbooks ( It takes the average textbook 2 years from beginning to end, so a textbook with a copyright of 2008 was begun in 2006 and contains information from 2006. Research shows teachers are overly dependent on textbooks, and rarely no more than it. Textbooks ( It takes the average textbook 2 years from beginning to end, so a textbook with a copyright of 2008 was begun in 2006 and contains information from 2006. Research shows teachers are overly dependent on textbooks, and rarely no more than it.

18. Academically Challenging and High Interest Curriculum Homework: In Elementary school ( K-8), research shows it has it has little value. Homework: In Elementary school ( K-8), research shows it has it has little value. There are also too many variables in individual homes and too many “helicopter parents” who do the student’s work. There are also too many variables in individual homes and too many “helicopter parents” who do the student’s work. Homework at Middle and High School should be meaningful and not beyond 1 hr a night total. Homework at Middle and High School should be meaningful and not beyond 1 hr a night total. Homework needs to be monitored by teacher to see what student knows, not what the parent did. Homework needs to be monitored by teacher to see what student knows, not what the parent did. Research beyond the classroom is best done on the internet or sites of high student interest. Create a Blog or Web site for different subjects, let the students discuss and evaluate items online. Research beyond the classroom is best done on the internet or sites of high student interest. Create a Blog or Web site for different subjects, let the students discuss and evaluate items online.

19. Collaboration Cooperative Learning and Collaborative Learning are all the “catch phrases” in Education today. In some settings it is called Team Building. Cooperative Learning and Collaborative Learning are all the “catch phrases” in Education today. In some settings it is called Team Building. Cooperative is not Group work. Cooperative Learning is a series of defined teaching strategies that a group uses to reach a goal or accomplish a task. Roles are given, time is limited, accountability is expected using record sheets, note-card participation during processing time, and evaluation of the task and group members is done with reflection for improvement next time. Cooperative is not Group work. Cooperative Learning is a series of defined teaching strategies that a group uses to reach a goal or accomplish a task. Roles are given, time is limited, accountability is expected using record sheets, note-card participation during processing time, and evaluation of the task and group members is done with reflection for improvement next time.

20. Cooperative Learning Strategies Turn to a Neighbor ( Rather than call on a student cold) Turn to a Neighbor ( Rather than call on a student cold) Pair-share, Numbered heads ( share ideas and discuss at their level) Pair-share, Numbered heads ( share ideas and discuss at their level) Jigsaw Method ( accomplish a lot in a small amount of time dividing up a larger assignment and then becoming an expert on the smaller assignment to share with rest the group Jigsaw Method ( accomplish a lot in a small amount of time dividing up a larger assignment and then becoming an expert on the smaller assignment to share with rest the group Pair Reading ( Never do Round Robin Reading) Pair Reading ( Never do Round Robin Reading) Inside-Outside Circle ( all students on task and engaged) Inside-Outside Circle ( all students on task and engaged)

21. Inside/Outside Circle Demo ½ class on inside circle face outward ½ class on inside circle face outward ½ class on outside circle face inward ½ class on outside circle face inward Inside circle stays stationary Inside circle stays stationary Outside circle rotates clockwise Outside circle rotates clockwise Share information with inside/outside partner, rotate around sharing same info. Share information with inside/outside partner, rotate around sharing same info. How to use teaching content in classroom? How to use teaching content in classroom?

22. Collaboration/ Learning Communities Teacher Collaboration: Teachers work together to establish goals, creative learning strategies, extend their learning with one another and find ways to reach students through brainstorming many ideas on how to teach a subject or a topic. Teacher Collaboration: Teachers work together to establish goals, creative learning strategies, extend their learning with one another and find ways to reach students through brainstorming many ideas on how to teach a subject or a topic. School-Home Collaboration: School and Home work together to find best ways to teach children, learn about family life, expectations, learning styles, discipline…valuable insights are gained regarding the child’s background knowledge and abilities. Home visits. School-Home Collaboration: School and Home work together to find best ways to teach children, learn about family life, expectations, learning styles, discipline…valuable insights are gained regarding the child’s background knowledge and abilities. Home visits.

23. Collaboration School and Community collaboration School and Community collaboration Tutorial programs Tutorial programs Gym programs and Exercise programs Gym programs and Exercise programs Cooking classes Cooking classes Teaching English as a second language Teaching English as a second language (Example: Japan Church in reaching the lost) (Example: Japan Church in reaching the lost) The Christian school needs to open it’s door to the community and build relationships. The Christian school needs to open it’s door to the community and build relationships.

24. Understanding the Learner Many of our programs are built around a child’s score on an achievement test or an I.Q. score…all of which research show as unreliable data and which can change if adjustments in environment are made. Many of our programs are built around a child’s score on an achievement test or an I.Q. score…all of which research show as unreliable data and which can change if adjustments in environment are made. We need to learn more about: We need to learn more about: Multiple Intelligences Multiple Intelligences Brain-Compatible Classrooms Brain-Compatible Classrooms Multi-sensory Learning Multi-sensory Learning Building Schemata on Prior Knowledge Building Schemata on Prior Knowledge Emotional Intelligence Emotional Intelligence Spiritual Gifts ( Katie and Don Fortune) Spiritual Gifts ( Katie and Don Fortune)

25. Setting the Stage for Learning Regardless of what type of learners you have in your classroom, there are essential researched based procedures which you need: Regardless of what type of learners you have in your classroom, there are essential researched based procedures which you need: 1. Establish your expectations! 1. Establish your expectations! a. Quiet Signal a. Quiet Signal b. Rules for Behavior ( 3-5) b. Rules for Behavior ( 3-5) c. Routines and Procedures c. Routines and Procedures d. Who you are as a person (Personal Questions) d. Who you are as a person (Personal Questions)

26. Understanding the Learner Learning Modalities: Visual, Auditory, Tactile-Kinesthetic Learning Modalities: Visual, Auditory, Tactile-Kinesthetic Learning Styles: Temperature needs, Noise Needs( Music/Talking), Space needs, People/Social needs, Lighting needs, Visual/Color needs, Movement needs, Food needs, Environmental needs. Learning Styles: Temperature needs, Noise Needs( Music/Talking), Space needs, People/Social needs, Lighting needs, Visual/Color needs, Movement needs, Food needs, Environmental needs. Intelligence type/ Right/Left Brained Intelligence type/ Right/Left Brained Distractions and Helps Distractions and Helps

27. Find out a child’s modality first Modes of Learning I John 1:1 Modes of Learning I John 1:1 Visual Visual Auditory Auditory Kinesthetic Kinesthetic Swassing-Barbe Modality Kit Swassing-Barbe Modality Kit Zaner-Bloser Company Zaner-Bloser Company Columbus, Ohio $219.00 Columbus, Ohio $219.00

28. Gardner’s Multiple Intelligences Dr. Howard Gardner, developed and introduced this theory in his book: Frames of Mind: The Theory of Multiple Intelligences, in 1983. In 1993, he published the companion volume: Multiple Intelligences: The Theory in Practice. Dr. Howard Gardner, developed and introduced this theory in his book: Frames of Mind: The Theory of Multiple Intelligences, in 1983. In 1993, he published the companion volume: Multiple Intelligences: The Theory in Practice. Logical-Mathematical Interpersonal Logical-Mathematical Interpersonal Linguistic Intra personal Linguistic Intra personal Spatial Naturalist Spatial Naturalist Musical Spiritual Musical Spiritual Bodily-Kinesthetic Bodily-Kinesthetic

29. Important Things to Remember Each person possesses all intelligences, but to different degrees. Each person possesses all intelligences, but to different degrees. Most people can develop each to an adequate level of competency Most people can develop each to an adequate level of competency There are many ways to be intelligent in each category There are many ways to be intelligent in each category Learning styles can be seen as the intelligences are put to work. Learning styles can be seen as the intelligences are put to work. Traditional assessments demonstrate successful memorization, not comprehension Traditional assessments demonstrate successful memorization, not comprehension Students always enjoy doing something at which they succeed. Students always enjoy doing something at which they succeed.

30. Logical-Mathematical The ability to handle long chains of reasoning and to recognize patterns and order in the world. The ability to handle long chains of reasoning and to recognize patterns and order in the world. Scientist, Mathematician Scientist, Mathematician I easy compute math problems in my head, I easy compute math problems in my head, Math and Science were my favorite subjects in school. Math and Science were my favorite subjects in school. I enjoy playing games or solving brainteasers that require logical thinking. I enjoy playing games or solving brainteasers that require logical thinking. My mind searches for patterns, regularities, or logical sequences of things. My mind searches for patterns, regularities, or logical sequences of things. I sometimes think in clear, abstract, wordless, imageless concepts. I sometimes think in clear, abstract, wordless, imageless concepts. I feel more comfortable when something has been measured, categorized, analyzed, or quantified in some way. I feel more comfortable when something has been measured, categorized, analyzed, or quantified in some way.

31. Linguistic Intelligence Sensitivity to the meaning and order of words and the varied uses of language. Poet, Journalist Sensitivity to the meaning and order of words and the varied uses of language. Poet, Journalist Books are very important to me, I can hear words in my heard before I read, speak or write them down, I get more out of listening to the reader or spoken word than I do from TV or video. Books are very important to me, I can hear words in my heard before I read, speak or write them down, I get more out of listening to the reader or spoken word than I do from TV or video. English, Social Studies and History are easier for me than Math or Science. English, Social Studies and History are easier for me than Math or Science. I show an aptitude for word games like Scrabble, Anagrams, or Password. I show an aptitude for word games like Scrabble, Anagrams, or Password. I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns. I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns.

32. Musical Intelligence Sensitivity to pitch, melody & tone, a Composer, violinist. Sensitivity to pitch, melody & tone, a Composer, violinist. I have a pleasant singing voice I have a pleasant singing voice I can tell when a musical note is off-key I can tell when a musical note is off-key I sometimes catch myself walking down the street with a television jingle or other tune running through my mind. I sometimes catch myself walking down the street with a television jingle or other tune running through my mind. I now the tunes to many different songs or musical pieces I now the tunes to many different songs or musical pieces If I hear a selection once or twice, I am usually able to sing it back fairly accurately If I hear a selection once or twice, I am usually able to sing it back fairly accurately I often make tapping sounds or sing little melodies while working, studying or learning something new. I often make tapping sounds or sing little melodies while working, studying or learning something new.

33. Spatial Intelligence The ability to perceive the visual world accurately, and to re-create, transform, or modify aspects of the world on the basis of one’s perceptions. Sculptor, navigator. The ability to perceive the visual world accurately, and to re-create, transform, or modify aspects of the world on the basis of one’s perceptions. Sculptor, navigator. I often see clear visual images when I close my eyes I often see clear visual images when I close my eyes I frequently use a camera or camcorder to record what I see around me I frequently use a camera or camcorder to record what I see around me I enjoy puzzles, mazes and other visual puzzles I enjoy puzzles, mazes and other visual puzzles I have vivid dreams at night I have vivid dreams at night I like to draw or doodle I like to draw or doodle I love to read maps or study schematics/ floor plans I love to read maps or study schematics/ floor plans I can comfortably imagine how something might appear if it were looked at from a bird’s eye view. I can comfortably imagine how something might appear if it were looked at from a bird’s eye view.

34. Bodily-KinestheticIntelligence A fine-tuned ability to use the body and to handle objects. Dancer, Actor, Mime, or Athlete A fine-tuned ability to use the body and to handle objects. Dancer, Actor, Mime, or Athlete I engage myself in at least one sport /physical activity regularly. I like working with my hands at concrete activities such as sewing, weaving, carving, carpentry, or model building I engage myself in at least one sport /physical activity regularly. I like working with my hands at concrete activities such as sewing, weaving, carving, carpentry, or model building I often like to spend free time outdoors doing something active. I often like to spend free time outdoors doing something active. I frequently use hand gestures or other forms of body language when conversing with someone. I frequently use hand gestures or other forms of body language when conversing with someone. I need to touch things to learn about them I need to touch things to learn about them I am fairly well-coordinated. I am fairly well-coordinated.

35. Interpersonal Intelligence An understanding of interpersonal relations and the ability to make distinctions among others. Therapist, Salesperson. An understanding of interpersonal relations and the ability to make distinctions among others. Therapist, Salesperson. I am the sort of person that people come to for advice and counsel. I am the sort of person that people come to for advice and counsel. When I have a problem, I am more likely to seek out people to help than attempt to work it out on my own. When I have a problem, I am more likely to seek out people to help than attempt to work it out on my own. I have at least 3 close friends I have at least 3 close friends I enjoy the challenge of teaching another person, or groups what I know how to do. I enjoy the challenge of teaching another person, or groups what I know how to do. I consider myself a leader and am involved in social activities. I consider myself a leader and am involved in social activities.

36. Intrapersonal Intelligence Access to one’s own “feeling life” A self-aware, reflective individual. Access to one’s own “feeling life” A self-aware, reflective individual. I regularly spend time alone reflecting about important questions. I regularly spend time alone reflecting about important questions. I would prefer to spend a weekend alone in a cabin in the woods rather than a fancy resort with lots of people around. I would prefer to spend a weekend alone in a cabin in the woods rather than a fancy resort with lots of people around. I keep a personal diary/journal to record events in my inner life. I keep a personal diary/journal to record events in my inner life. I have opinions that set me apart from the crowd I have opinions that set me apart from the crowd I consider myself strong-willed or independent I consider myself strong-willed or independent I march to the beat of a different drummer I march to the beat of a different drummer

37. Naturalist Intelligence The ability to recognize similarities and differences in the physical world. Biologist, Anthropologist The ability to recognize similarities and differences in the physical world. Biologist, Anthropologist I love being outdoors and investigating flora and fauna I love being outdoors and investigating flora and fauna I collect leaves, insects and rocks I collect leaves, insects and rocks I am not afraid of wildlife, but treat it with respect I am not afraid of wildlife, but treat it with respect I am ecologically aware and recycle everything I am ecologically aware and recycle everything I love organic foods and natural products I love organic foods and natural products I’d much rather talk to the animals than people I’d much rather talk to the animals than people

38. Spiritual Loves to study religion and is inquisitive about the spiritual realm. Loves to study religion and is inquisitive about the spiritual realm. I serve in a religious organization I serve in a religious organization I spiritualize things regularly I spiritualize things regularly I am optimistic and see a spiritual outcome in everything. I am optimistic and see a spiritual outcome in everything. I believe in a supreme being I believe in a supreme being I love to philosophize about life, religion, god, etc. I love to philosophize about life, religion, god, etc.

39. Creative Teaching Strategies Cooperative Learning Cooperative Learning Hands on/Manipulatives in every subject area Hands on/Manipulatives in every subject area Games ( Basketball/Baseball games) Games ( Basketball/Baseball games) Skits and Role Plays Skits and Role Plays CSI investigations/Field Trips CSI investigations/Field Trips Special Speakers Special Speakers Teach more by Teaching Less Teach more by Teaching Less More Critical Thinking and Less Factual regurgitation. Conceptual Curriculum, Enduring Understandings, Big Picture( Walk through the Bible) More Critical Thinking and Less Factual regurgitation. Conceptual Curriculum, Enduring Understandings, Big Picture( Walk through the Bible) Teach for Mastery, not a one shot deal. You are responsible for motivating the student. Teach for Mastery, not a one shot deal. You are responsible for motivating the student.

40. Education Research’s affect on Content Area Reading: Multisensory Approach: Show Briarwood DVD Reading: Multisensory Approach: Show Briarwood DVD Phonics vs. Whole Language Phonics vs. Whole Language Manuscript vs. Cursive Manuscript vs. Cursive Integrated Language arts, not isolated subjects. ( Using Writing to teach Language, Spelling, Reading in every subject Integrated Language arts, not isolated subjects. ( Using Writing to teach Language, Spelling, Reading in every subject Block Scheduling: Movement, Varied strategies Short Daily Evaluations/Entrance Slips/Exit Slips Block Scheduling: Movement, Varied strategies Short Daily Evaluations/Entrance Slips/Exit Slips P.E. Music and Art: What are your objectives? P.E. Music and Art: What are your objectives?

41. We All Learn Differently Thomas Jefferson said that: “ All men are created equal”. Thomas Jefferson said that: “ All men are created equal”. The Bible states continually that: “All men (and women) are created differently, uniquely, specially gifted and have a purpose”. The Bible states continually that: “All men (and women) are created differently, uniquely, specially gifted and have a purpose”. We should differentiate our teaching and not make it all bland and the same. We are entrusted with God’s children in our classrooms and we need to make a difference in their lives. We should differentiate our teaching and not make it all bland and the same. We are entrusted with God’s children in our classrooms and we need to make a difference in their lives. I.E.P’s for every child by Year 2015 I.E.P’s for every child by Year 2015

42. Understanding the Learner Special Needs children Special Needs children ADHD ADHD Learning Disabled Learning Disabled Gifted Gifted Class Size and Make up Class Size and Make up Team Teaching Team Teaching Outdoor Education Outdoor Education Art, Music, P.E. and Bible integrated into Subject areas instead of separate dichotomous entities Art, Music, P.E. and Bible integrated into Subject areas instead of separate dichotomous entities

43. Research on Brain-Based Learning Original research was a result of clipping of nerve bundles between hemispheres of brain to help epileptic seizures. Original research was a result of clipping of nerve bundles between hemispheres of brain to help epileptic seizures. Discovered certain functions existed in each side of the brain in regards to learning Discovered certain functions existed in each side of the brain in regards to learning Aligned research with learning styles research in the 1980’s. Aligned research with learning styles research in the 1980’s. Further brain-research has been done technology in scanning brains of learning disabled, dyslexic, ADHD, students showing dominance in the right hemisphere. Further brain-research has been done technology in scanning brains of learning disabled, dyslexic, ADHD, students showing dominance in the right hemisphere.

44. Right vs. Left We all use both sides of our brain, but we have dominant tendencies to use one side of our brain over the other despite our upbringing or training. We all use both sides of our brain, but we have dominant tendencies to use one side of our brain over the other despite our upbringing or training. It is the way we are created, wired…the way we grow and should go… “Train up a child in the way he should go and he will not depart from it”….. It is the way we are created, wired…the way we grow and should go… “Train up a child in the way he should go and he will not depart from it”…..

45. R/L Brain Dominance Characteristics Left Right Remembers names Remembers names Responds to verbal Responds to verbal Breaks into parts to solve problems Breaks into parts to solve problems Objective judgments Objective judgments Planned and structured Planned and structured Established certain information Established certain information Analytic reader Analytic reader Reliance on language Reliance on language Prefers talking and writing Prefers talking and writing Multiple choice test Multiple choice test Ranked authority structures Ranked authority structures Controls feelings Controls feelings Auditory/visual stimuli responses Auditory/visual stimuli responses Not facile in interpreting body language Not facile in interpreting body language Intuitive Remembers faces Responds to demonstrated or illustrated instructions Solves problems by looking at whole, uses hunches Makes subjective judgments Fluid and spontaneous Prefers elusive, uncertain information Synthesizing reader Reliance on images to remember Prefers drawing and manipulates objects Open-ended questions Prefers open-ended studies/work Participatory authority structures Free with feelings Responds to movement/action Good at interpreting body language

46. Screening Checklist Eye Dominance Eye Dominance Hand Dominance Hand Dominance Hand Position Hand Position Muscle Testing Muscle Testing Body Symmetry Body Symmetry Eye Movements Eye Movements ( From “Unicorns are Real” by Vitale) ( From “Unicorns are Real” by Vitale)

47. Learning Disabled/ ADHD/ or Right Brained? Appears to Daydream Appears to Daydream Talks in Phrases or leaves words out when talking Talks in Phrases or leaves words out when talking Uses fingers to count Uses fingers to count Draws pictures on papers Draws pictures on papers Difficulty following directions Difficulty following directions Makes faces or other forms of nonverbal communication Makes faces or other forms of nonverbal communication Fine motor problems when doing structured task, but none when doing own thing Fine motor problems when doing structured task, but none when doing own thing Recall places, events, difficulty recalling names, letters/numbers. Recall places, events, difficulty recalling names, letters/numbers. May forget what he went to his room to do May forget what he went to his room to do Good in Athletics, poor in English Good in Athletics, poor in English May chew his tongue while working May chew his tongue while working Difficulty in phonics/decoding Is on move most of the time Likes to work partway out of eat or standing up May exaggerate when retelling an event Often has a messy desk Difficult in completing work on time Like to take things apart and put them back together Impulsive behavior Tries to change the world to meet his own needs Likes to touch, trip, poke when relating to others Gets lost coming to classroom May be a leader in class

48. Child Development and Brainedness Boys tend to be more right-brained in early years….large motor movement/ tactile kinesthetic…creative, color outside of lines Boys tend to be more right-brained in early years….large motor movement/ tactile kinesthetic…creative, color outside of lines Girls tend to be more left-brained in early years…playing school…structure, form, color in lines Girls tend to be more left-brained in early years…playing school…structure, form, color in lines As boys mature, they become more left-brained( usually high school/college) and girls become more feeling oriented, intuitive nurturers. As boys mature, they become more left-brained( usually high school/college) and girls become more feeling oriented, intuitive nurturers. ( See recent Newsweek article on boys and how they learn and how they are falling further behind as schools become more structured towards analytical testing) ( See recent Newsweek article on boys and how they learn and how they are falling further behind as schools become more structured towards analytical testing)

49. Differences Right Brained learners are independent and learn through visual holistic methods and rarely learn best through left-brained strategies. Right Brained learners are independent and learn through visual holistic methods and rarely learn best through left-brained strategies. Left Brained learners are adapters and can learn in spite of the method of teaching and will learn well through right brained strategies. Left Brained learners are adapters and can learn in spite of the method of teaching and will learn well through right brained strategies.

50. Ways to Teach Right Brained Kids in Left Brained Schools Writing: Writing: Cursive vs. Printing Cursive vs. Printing Phonics: Phonics: Look/Say method Look/Say method Reading Reading Use Color/Music/Rhyme Use Color/Music/Rhyme Use visualization Use visualization Use Manipulatives in Math Use Manipulatives in Math Take notes with pictures Use computer graphics Graphic organizers Webbing/Diagrams/ Charts/graphic organizers Videos/DVD’s Creative methods of teaching that help student visualize Motion, Music, Art

51. Right/Left Brain Test We all tend to teach the way we learn best…….. We all tend to teach the way we learn best…….. Some are creative right brained…others are analytic left brained and others are haptic or integrated learners using both sides of their brain equally. Some are creative right brained…others are analytic left brained and others are haptic or integrated learners using both sides of their brain equally. http://www.web-us.com/BRAIN/braindominance.htm http://www.web-us.com/BRAIN/braindominance.htm http://www.lifescript.com/Quizzes/Personality/Are_You_A_Right- Brain_or_Left-Brain_Thinker.aspx?trans=1&du=1&gclid=CI- WrN20zpgCFQMnGgodWHDb1g&ef_id=1350:3:s_320c548214e01b2f b664e4a8e0e7d8bf_2540340815:S67PQ0o- JyIAAFlpu30AAAAn:20090209024037 http://www.lifescript.com/Quizzes/Personality/Are_You_A_Right- Brain_or_Left-Brain_Thinker.aspx?trans=1&du=1&gclid=CI- WrN20zpgCFQMnGgodWHDb1g&ef_id=1350:3:s_320c548214e01b2f b664e4a8e0e7d8bf_2540340815:S67PQ0o- JyIAAFlpu30AAAAn:20090209024037 http://www.lifescript.com/Quizzes/Personality/Are_You_A_Right- Brain_or_Left-Brain_Thinker.aspx?trans=1&du=1&gclid=CI- WrN20zpgCFQMnGgodWHDb1g&ef_id=1350:3:s_320c548214e01b2f b664e4a8e0e7d8bf_2540340815:S67PQ0o- JyIAAFlpu30AAAAn:20090209024037 http://www.lifescript.com/Quizzes/Personality/Are_You_A_Right- Brain_or_Left-Brain_Thinker.aspx?trans=1&du=1&gclid=CI- WrN20zpgCFQMnGgodWHDb1g&ef_id=1350:3:s_320c548214e01b2f b664e4a8e0e7d8bf_2540340815:S67PQ0o- JyIAAFlpu30AAAAn:20090209024037 http://similarminds.com/brain.html http://similarminds.com/brain.html http://similarminds.com/brain.html

52. Whole Brain Learning Left brain students learn well with the structure of school, but right brained students need to be taught in their dominant strength in order to first be successful in academics in order for them to become more geared to using their left brain and succeeding in a left brained world. Left brain students learn well with the structure of school, but right brained students need to be taught in their dominant strength in order to first be successful in academics in order for them to become more geared to using their left brain and succeeding in a left brained world.

53. Understanding the Learner Middle Childhood Education: Middle Childhood Education: A very difficult time of social, physical and emotional adjustments…highs and lows…rapid growth of intellect, questioning and freedom. A very difficult time of social, physical and emotional adjustments…highs and lows…rapid growth of intellect, questioning and freedom. Most ideal time to Home-School kids…this age is where children are the most vulnerable and most likely to develop bad habits, language, attitudes, as well as get wounded deeply, or become insensitive. Most ideal time to Home-School kids…this age is where children are the most vulnerable and most likely to develop bad habits, language, attitudes, as well as get wounded deeply, or become insensitive. Sports programs need no cuts at this age….it’s developmental in so many ways. Sports programs need no cuts at this age….it’s developmental in so many ways. This age is where the home needs to get more involved, yet where it is less involved because it is what the parents believe the students want. This age is where the home needs to get more involved, yet where it is less involved because it is what the parents believe the students want.

54. High School Independent Independent Self-Actualizing Self-Actualizing Taking responsibility Taking responsibility Involvement Involvement Relationships Relationships Sports, Music, Cars, Idols, Looks and Sex. Sports, Music, Cars, Idols, Looks and Sex. Academic achievement begins Academic achievement begins

55. Multisensory Lesson Association Association Mnemonics Mnemonics Visual Images Visual Images Auditory Sounds Auditory Sounds Kinesthetic Activity Kinesthetic Activity Graphic Organizers Graphic Organizers ( Multisensory Activity) ( Multisensory Activity)

56. Time on Task and Classroom Management and Discipline Quiet Signal: Establish and have 100% participation ( Hand Clap, If you hear my voice) Quiet Signal: Establish and have 100% participation ( Hand Clap, If you hear my voice) Rules: Teacher guided, students given choices and ownership given. Rules: Teacher guided, students given choices and ownership given. Discipline system: School wide and promote right thinking and wisdom, not just punitive, but discipling. Discipline system: School wide and promote right thinking and wisdom, not just punitive, but discipling. Students should not have to guess each year what rules their teacher will have or how they will be enforced. Students should not have to guess each year what rules their teacher will have or how they will be enforced. Assertive Discipline is a good beginning, but is not enough. Wise Up Assertive Discipline is a good beginning, but is not enough. Wise Up

57. Discipline Techniques Proximity- Move to the source of the problem Proximity- Move to the source of the problem Use of Facial Expressions “The Look” Practice in front of a mirror. Use of Facial Expressions “The Look” Practice in front of a mirror. Non-Verbal Signals/Cues Non-Verbal Signals/Cues Voice Variation( Slow Down/Deepen voice) Voice Variation( Slow Down/Deepen voice) Circulate and Observe and Correct Circulate and Observe and Correct Verbal Cues ( We are waiting on one more person, etc.) Verbal Cues ( We are waiting on one more person, etc.) Repeat the rule: Call on Betsy to tell the rule, Call on Carl to tell the rule, Call on Dan( who has broken the rule) to repeat the rule. Hears it 3 times and isn’t embarrassed in front of class. Repeat the rule: Call on Betsy to tell the rule, Call on Carl to tell the rule, Call on Dan( who has broken the rule) to repeat the rule. Hears it 3 times and isn’t embarrassed in front of class.

58. Discipline Rules Never Embarrass A Student in front of the class. Never Embarrass A Student in front of the class. Never send a child outside the room without any supervision Never send a child outside the room without any supervision Never punish the whole class for one child’s offense( Even if you say the entire class was acting up….there was at least a few good kids) When a teacher does this, it signals poor supervision and time on task. Never punish the whole class for one child’s offense( Even if you say the entire class was acting up….there was at least a few good kids) When a teacher does this, it signals poor supervision and time on task. Never use homework as punishment ( Contrary to Ron Clark’s 55 Essential) Never use homework as punishment ( Contrary to Ron Clark’s 55 Essential)

59. Discipline Rules Model Self Control at all times!!!! Model Self Control at all times!!!! Never Cry in front of a class Never Cry in front of a class ( Unless it is a very sad occasion, like someone has died) ( Unless it is a very sad occasion, like someone has died) Never Scream or yell Never Scream or yell Never Throw Anything or Touch a student in a rough way Never Throw Anything or Touch a student in a rough way Remain Cool, Calm and Collected. Remain Cool, Calm and Collected. If a student can “ press your button”, then you are not in control and should reassess your call to teach. If a student can “ press your button”, then you are not in control and should reassess your call to teach. Fairness: Is not equality, but giving each child what she or he needs. CPR example Fairness: Is not equality, but giving each child what she or he needs. CPR example Never leave the class unattended, make sure you see and hear everything going on…good and bad noises. Never leave the class unattended, make sure you see and hear everything going on…good and bad noises.

60. Positive Reinforcement Post the Rules ( 3-5) Make general, yet applicable to all situations. Post the Rules ( 3-5) Make general, yet applicable to all situations. “ NO Killer statements” No Killer actions” “ NO Killer statements” No Killer actions” What and How would Jesus say, do, act? What and How would Jesus say, do, act? Choices and Consequences Choices and Consequences Use a Token Economy( Bonus Bucks) Use a Token Economy( Bonus Bucks) Use of a Store at the end of the week Use of a Store at the end of the week Behavioral Charts with upward as well as downward progression. Behavioral Charts with upward as well as downward progression.

61. A thought Our Christian school had decided to follow Lee Cantor’s Assertive Discipline system. However, I thought…why couldn’t we come up with a system that taught wisdom and discouraged simple, foolish and scorner-like behavior? Our Christian school had decided to follow Lee Cantor’s Assertive Discipline system. However, I thought…why couldn’t we come up with a system that taught wisdom and discouraged simple, foolish and scorner-like behavior?

62. Wise Column to Simple Column All names began on Monday in the Wise Column. With each simple mistake the student would move down a row in the Simple column without any penalties….but with 3 simple mistakes…3 strikes and your out….you moved to the Foolish column All names began on Monday in the Wise Column. With each simple mistake the student would move down a row in the Simple column without any penalties….but with 3 simple mistakes…3 strikes and your out….you moved to the Foolish column

63. Foolish to Scorner Columns There were three levels in the Foolish column: There were three levels in the Foolish column: 1. Recess Plan: Talk about what is going wrong and how you are going to fix it.( Don’t keep them in…just conference and pray with them) 1. Recess Plan: Talk about what is going wrong and how you are going to fix it.( Don’t keep them in…just conference and pray with them) 2. Time Out: Ponder whether you are making the right changes and what consequences will happen next 2. Time Out: Ponder whether you are making the right changes and what consequences will happen next 3. Call Home: Call the parent( usually the father at work) The child calls the parent under the teacher’s supervision and the parent knows there have been at least 6 interventions before this action happened. 3. Call Home: Call the parent( usually the father at work) The child calls the parent under the teacher’s supervision and the parent knows there have been at least 6 interventions before this action happened.

64. Scorner Column If the student continues to disobey, they move to the first of three levels in the Scorner which is: If the student continues to disobey, they move to the first of three levels in the Scorner which is: 1. Trip to Principal’s office 1. Trip to Principal’s office 2. Parent Teacher Conference 2. Parent Teacher Conference 3. Expulsion 3. Expulsion

65. Wise Up ! Every student had the chance to “wise up” which met if their behavior changed and improved and they began making wise choices their name could move up a level and could end up in the wise column Every student had the chance to “wise up” which met if their behavior changed and improved and they began making wise choices their name could move up a level and could end up in the wise column

66. Moving Names and Modalities I John 1:1 Modalities in the Bible: See( Visual), Hear, (Auditory) Touch( Kinesthetic) I John 1:1 Modalities in the Bible: See( Visual), Hear, (Auditory) Touch( Kinesthetic) The student’s name was called: The student’s name was called: “John move your name down one in the Simple column”. “John move your name down one in the Simple column”. John would get up and move his name down( Kinesthetic) John would get up and move his name down( Kinesthetic) And his Name was visually displayed( Visual) And his Name was visually displayed( Visual)

67. How many times have you told a kid to be…. Quiet or to do something and they persist at doing it….perhaps they need to see it modeled, perhaps they need to have some action done, or perhaps they need to hear it in a different way. We all prefer one mode over another…find out what works with your students, but use Multi- sensory for Discipline. Quiet or to do something and they persist at doing it….perhaps they need to see it modeled, perhaps they need to have some action done, or perhaps they need to hear it in a different way. We all prefer one mode over another…find out what works with your students, but use Multi- sensory for Discipline.

68. Sometimes…… Kids made serious mistakes…downright Foolish mistakes and their name was moved automatically to the appropriate level in the Foolish column. ( for instance…hitting another child, doing something dangerous, talking back, etc.) Kids made serious mistakes…downright Foolish mistakes and their name was moved automatically to the appropriate level in the Foolish column. ( for instance…hitting another child, doing something dangerous, talking back, etc.)

69. Teacher’s prerogative Each move up or down the chart is teacher initiated…students don’t decide…you decide how many levels they go up or down…any complaining they go down further and further…it’s just simply not allowed. Each move up or down the chart is teacher initiated…students don’t decide…you decide how many levels they go up or down…any complaining they go down further and further…it’s just simply not allowed.

70. Teacher’s name on the Chart The teacher’s name is also on the chart…because we make simple and sometimes downright foolish mistakes and we need to show the class we are not immune from discipline The teacher’s name is also on the chart…because we make simple and sometimes downright foolish mistakes and we need to show the class we are not immune from discipline

71. Wisdom Award At the end of each day, I’d tally to see where children ended up for the day and at the end of the grading period the student that stayed most continually in the Wise Column got a little Wisdom Trophy. At the end of each day, I’d tally to see where children ended up for the day and at the end of the grading period the student that stayed most continually in the Wise Column got a little Wisdom Trophy.

72. End of the Week At the end of the week, my students knew they would get to go to my classroom store with their bonus bucks, but only if their names were in the wise or simple column. My class was the best behaved at the end of the week, when other students were being discipline problems. At the end of the week, my students knew they would get to go to my classroom store with their bonus bucks, but only if their names were in the wise or simple column. My class was the best behaved at the end of the week, when other students were being discipline problems.

73. Monday Morning At the beginning of every week, all names went back to the Wise column and students got a fresh start at being Wise again. At the beginning of every week, all names went back to the Wise column and students got a fresh start at being Wise again. In the several years I used this chart…no child ever went past the Call Home level. In the several years I used this chart…no child ever went past the Call Home level.

74. Realizing My objectives My objective was to teach my students to make wise choices in their language, their actions and their academics. I wanted them to think like Jesus, act like Jesus and speak as Jesus would. My students learned how to implement wisdom in their everyday life. My objective was to teach my students to make wise choices in their language, their actions and their academics. I wanted them to think like Jesus, act like Jesus and speak as Jesus would. My students learned how to implement wisdom in their everyday life.

75. Routines and Procedures Established routines and procedures for everything you do. Established routines and procedures for everything you do. A place for everything and everything in it’s place. A place for everything and everything in it’s place. Passing papers, getting materials, lining up for lunch, fire drills, Passing papers, getting materials, lining up for lunch, fire drills, Set the expectation and then practice, practice, practice. Set the expectation and then practice, practice, practice.

76. Transitions and Time on Task Time is wasted: Time is wasted: Getting materials ready Getting materials ready Transitions between subjects Transitions between subjects Bathroom and Snack breaks Bathroom and Snack breaks Morning Exercises( Prayer Requests and Routine of Poem of Month, Prayer Warrior, Attendance, National Anthem…all done in 5 minutes). Morning Exercises( Prayer Requests and Routine of Poem of Month, Prayer Warrior, Attendance, National Anthem…all done in 5 minutes). Taking grades or grading papers in class. Taking grades or grading papers in class. Dismissal time Dismissal time

77. Transitions and Time on Task Research shows that students are more fully engaged if you “chunk” the lesson and do a variety of different strategies and have active learning than passive learning techniques. Research shows that students are more fully engaged if you “chunk” the lesson and do a variety of different strategies and have active learning than passive learning techniques. You should be teaching every moment. You should be teaching every moment. Those who sit behind a desk to teach a lesson are not teachers. Teaching is active and engaging and there is no down time. Those who sit behind a desk to teach a lesson are not teachers. Teaching is active and engaging and there is no down time.

78. A Day at a Glance( Syllabus) Create a syllabus for your class with all the assignments for the week and expectations for that week. Keep copy at desk, send a copy home on Fridays. Create a syllabus for your class with all the assignments for the week and expectations for that week. Keep copy at desk, send a copy home on Fridays. It is your lesson plans in abbreviated form. It is your lesson plans in abbreviated form. Illustrate how simple it is when a student misses class how to get them caught up. Illustrate how simple it is when a student misses class how to get them caught up.

79. Nurturing Environment A carpeted area/A tiled area A carpeted area/A tiled area Print Rich environment Print Rich environment Plants/Animals/Water access/Restroom access Plants/Animals/Water access/Restroom access Use folding tables, not desks Use folding tables, not desks Use cubicles, not lockers or desks Use cubicles, not lockers or desks Stackable chairs Stackable chairs “A clean room is a happy room” Have students help with room decorating and their living environment.

80. Brainstorm Time Turn to your neighbor and talk about subjects you have trouble with and ask me what creative way to teach them. Turn to your neighbor and talk about subjects you have trouble with and ask me what creative way to teach them. What are some struggles you have with establishing routines and procedures. What handicaps you from effective teaching What are some struggles you have with establishing routines and procedures. What handicaps you from effective teaching

81. Chunking a Lesson 7:30 Objectives for the day Written on the Board. 7:30 Objectives for the day Written on the Board. 7:45 Be doing Entrance Slip Activity at your desk: What did you learn yesterday? ( This connects lesson to previous learning). 7:45 Be doing Entrance Slip Activity at your desk: What did you learn yesterday? ( This connects lesson to previous learning). 8:00 Prayer, Devo, Personal Question 8:00 Prayer, Devo, Personal Question 8:15 Housekeeping items 8:15 Housekeeping items 8:20 Group Discussions in groups 8:20 Group Discussions in groups 8:40 Processing Time 8:40 Processing Time 8: 55 Mini lecture with Power Point 8: 55 Mini lecture with Power Point 9: 10 Video clip 9: 10 Video clip 9: 20 Discussion with group 9: 20 Discussion with group 9: 30 Process Video clip 9: 30 Process Video clip 9: 40 Go over homework for next class session 9: 40 Go over homework for next class session 9: 45 Closure/Lesson Wrap up/Recap of Objectives taught 9: 45 Closure/Lesson Wrap up/Recap of Objectives taught 9: 50 Exit Slip( write 3 things you learned about teaching today, and 1 thing you want to know more about). 9: 50 Exit Slip( write 3 things you learned about teaching today, and 1 thing you want to know more about).

82. Authentic and Alternative Assessment Establish a Base Line of what students know. Pre- Post Tests. Establish a Base Line of what students know. Pre- Post Tests. KWL chart KWL chart Use Inquiry Teaching and Problem Solving Use Inquiry Teaching and Problem Solving Scaffold on Pre-existing Schemata of Student’s knowledge base. Scaffold on Pre-existing Schemata of Student’s knowledge base. Establish Rubrics and Show examples Establish Rubrics and Show examples Use formal and informal assessments Use formal and informal assessments Give choices in Assignments/Differentiated Assignments/ Strategies. Give choices in Assignments/Differentiated Assignments/ Strategies. Use Online and Visual Modes more frequently Use Online and Visual Modes more frequently Teach Students how to take tests, what words tell them what to do in a question, how to look for hints. Teach Students how to take tests, what words tell them what to do in a question, how to look for hints.

83. Grading Immediate Feedback Immediate Feedback No Zeros, but a failing grade for the assignment( Assessment shows the whole picture of student’s learning, not a one time blunder or poor choice). No Zeros, but a failing grade for the assignment( Assessment shows the whole picture of student’s learning, not a one time blunder or poor choice). Homework grades? Why or Why not? Homework grades? Why or Why not? Finished or Not Finished vs. Credit or No Credit Finished or Not Finished vs. Credit or No Credit

84. Assessment “We teach in a day and age when many educators are abandoning the concept of grading and with it the concept of accountability. Our task as Christian educators, however, is not to avoid man’s confrontation with responsibility, but to strengthen it by making it more meaningful, accurate and consistent with our philosophy of Christian education” “We teach in a day and age when many educators are abandoning the concept of grading and with it the concept of accountability. Our task as Christian educators, however, is not to avoid man’s confrontation with responsibility, but to strengthen it by making it more meaningful, accurate and consistent with our philosophy of Christian education” John Blanchard in Christian Teacher ( 1970) John Blanchard in Christian Teacher ( 1970)

85. Questions to ask about Assessment Can we accurately assess knowledge, ability and effort? Can we accurately assess knowledge, ability and effort? As creations of God, are students too complex to assess with paper and pencil? As creations of God, are students too complex to assess with paper and pencil? Why do we grade? What role does learning styles play in assessment? How can we develop assessments that go beyond the first two levels of Bloom’s taxonomy?

86. Biblical Assessment We need to scrutinize every area including assessment by biblical standards…yet we don’t find any Quizzes Christ gave his Disciples on the Beatitudes, and no percentages are recorded in the Lamb’s book of Life….all the assessments of one’s life are recorded as processes, not final products. We need to scrutinize every area including assessment by biblical standards…yet we don’t find any Quizzes Christ gave his Disciples on the Beatitudes, and no percentages are recorded in the Lamb’s book of Life….all the assessments of one’s life are recorded as processes, not final products.

87. Some biblical principles to consider: To Make Lifelong learners 1. Make Lifelong Learners…growing in wisdom, stature and favor with mankind. (Luke 2:52) 1. Make Lifelong Learners…growing in wisdom, stature and favor with mankind. (Luke 2:52) A. Developing Biblically critical thinkers who can analyze, synthesize, and evaluate this world through the Word. ( wisdom vs. knowledge) A. Developing Biblically critical thinkers who can analyze, synthesize, and evaluate this world through the Word. ( wisdom vs. knowledge) B. Physically( Good health, nutrition, practices) B. Physically( Good health, nutrition, practices) C. Favor with Mankind ( Ethics, Behavior, Character Qualities) C. Favor with Mankind ( Ethics, Behavior, Character Qualities)

88. Purpose of Evaluation The evaluation is used by the teacher to assess what learning has taken place and what changes need to be made to increase learning. The evaluation is used by the teacher to assess what learning has taken place and what changes need to be made to increase learning. Grading is a product, but evaluation is a process; a percentage in a grade book teaches nothing, but a good assessment can teach a lot. Grading is a product, but evaluation is a process; a percentage in a grade book teaches nothing, but a good assessment can teach a lot.

89. Assessments are Not Perfect Test Biases Test Biases Human error and biases Human error and biases No system is ever totally objective because they were created by flawed humans. No system is ever totally objective because they were created by flawed humans. Assessments must be ongoing, multifaceted, informal and formal. Assessments must be ongoing, multifaceted, informal and formal.

90. Questions to Ask when teaching What is important? What is important? Why is it important? Why is it important? What biblical truth does it teach? What biblical truth does it teach? How can I best illustrate this truth in my teaching of the content? How can I best illustrate this truth in my teaching of the content? How can I best evaluate whether my students know what is important and why? How can I best evaluate whether my students know what is important and why? How can improve on helping my students learn what is important and why better? How can improve on helping my students learn what is important and why better?

91. Testing Tips Use Pre and Post Tests to measure students progress and learning as well as see where your deficits in teaching lie. ( If a student is failing you are failing as a teacher until you find out the reason why.) Use Pre and Post Tests to measure students progress and learning as well as see where your deficits in teaching lie. ( If a student is failing you are failing as a teacher until you find out the reason why.) Give students multiple attempts at the same test, but use a different format. Give students multiple attempts at the same test, but use a different format. Don’t test students over items they can look up or items which change frequently, but rather teach them where to find these items. Don’t test students over items they can look up or items which change frequently, but rather teach them where to find these items.

92. Testing Tips Be creative in your testing. Scantrons and multiple choice tests rarely test the upper levels of Bloom’s taxonomy. Think of application- oriented activities. Be creative in your testing. Scantrons and multiple choice tests rarely test the upper levels of Bloom’s taxonomy. Think of application- oriented activities. Think outside the box and do something other than paper and pencil tests. Think outside the box and do something other than paper and pencil tests.

93. Grading Tips Grading on Effort: This element used so frequently in grading is difficult if not impossible to evaluate. It is purely a teacher’s judgment, there are too many variables in a student’s life to enable us to evaluate their effort accurately. Grading on Effort: This element used so frequently in grading is difficult if not impossible to evaluate. It is purely a teacher’s judgment, there are too many variables in a student’s life to enable us to evaluate their effort accurately.

94. Grading in Class This can be devastating to most students, both to those students who are struggling or who are unprepared, but also to those students who excel and earn names like Nerd, Geek or Brain. If a teacher is to nurture students and celebrate their uniqueness, this practice certainly violates this concept. This can be devastating to most students, both to those students who are struggling or who are unprepared, but also to those students who excel and earn names like Nerd, Geek or Brain. If a teacher is to nurture students and celebrate their uniqueness, this practice certainly violates this concept.

95. Giving and Grading Homework Parent involvement makes an uneven playing field for students. The kid who has a very involved parent with homework is given an academic advantage over the single parent who has to work. Parent involvement makes an uneven playing field for students. The kid who has a very involved parent with homework is given an academic advantage over the single parent who has to work. Resources in homes are vastly different dependent on socio-economic levels. Resources in homes are vastly different dependent on socio-economic levels. Evaluating homework is nearly impossible since you don’t know who did it or who helped complete it. Evaluating homework is nearly impossible since you don’t know who did it or who helped complete it. Checking homework, grading it and explaining the next homework can develop into a deadly routine that creates a non-teaching environment. Checking homework, grading it and explaining the next homework can develop into a deadly routine that creates a non-teaching environment.

96. Create Rubrics for Assignments Don’t make it a guessing game on what you want your students to do or to know. Don’t make it a guessing game on what you want your students to do or to know. Give examples of good work and poor work. Give examples of good work and poor work. List criteria to be included List criteria to be included Study various rubric models( just type in rubrics on the internet) Study various rubric models( just type in rubrics on the internet) Revise the rubric continually to make a better assessment tool. Revise the rubric continually to make a better assessment tool.

97. Narrative Grading An excellent way to communicate, but very time consuming. Essential learning skills are established and the teacher writes a descriptive comment of to what degree the student learned that skills. Some schools have coupled the narrative form with a checklist form. An excellent way to communicate, but very time consuming. Essential learning skills are established and the teacher writes a descriptive comment of to what degree the student learned that skills. Some schools have coupled the narrative form with a checklist form.

98. Bell Curve and Averaging Comparing students with other students is probably the most unbiblical way to grade. Having a “normal” distribution is fine for statistics, but horrific for the regular classroom. Averaging grades also represents a students learning poorly since it reflects perhaps poor learning at the beginning, but superb learning at the end, with concepts mastered, but it appears the student doesn’t have the concept well-mastered. Comparing students with other students is probably the most unbiblical way to grade. Having a “normal” distribution is fine for statistics, but horrific for the regular classroom. Averaging grades also represents a students learning poorly since it reflects perhaps poor learning at the beginning, but superb learning at the end, with concepts mastered, but it appears the student doesn’t have the concept well-mastered.

99. Portfolios A thorough and ongoing process of evaluation and assessment is the use of Portfolios where one can see growth in a student and their knowledge and in which there are multi-faceted assessments, such as pre and post tests, journals, creative projects, role plays and scenario analysis. This show the students strengths and weaknesses more substantially than a letter or number grade. A thorough and ongoing process of evaluation and assessment is the use of Portfolios where one can see growth in a student and their knowledge and in which there are multi-faceted assessments, such as pre and post tests, journals, creative projects, role plays and scenario analysis. This show the students strengths and weaknesses more substantially than a letter or number grade.

100. Creating Valid Assessments for the Christian school 1. You need to know what your objectives are which you are going to assess. 1. You need to know what your objectives are which you are going to assess. 2. You need to find the best assessment system to measure what you want to achieve in your objectives 2. You need to find the best assessment system to measure what you want to achieve in your objectives

101. Demonstrative Results We need to be able to demonstrate what we are doing and how we are measuring it. We need to be able to demonstrate what we are doing and how we are measuring it. Our measurable results should tell us how well we are doing as well as areas that need improvement. Our measurable results should tell us how well we are doing as well as areas that need improvement.

102. Some Questions to Discuss 1. In light of God’s sovereignty and His plan for our lives, why should we as Christians be concerned about assessing our academic achievement? Will it actually make a difference? 1. In light of God’s sovereignty and His plan for our lives, why should we as Christians be concerned about assessing our academic achievement? Will it actually make a difference? 2. Discuss with your group how important grades are to you, to the parents and how you might better evaluate/assess the student to show what they really know. 2. Discuss with your group how important grades are to you, to the parents and how you might better evaluate/assess the student to show what they really know. The education system use of grades is actually a fairly recent invention. Consider how people have been taught and evaluated before. The education system use of grades is actually a fairly recent invention. Consider how people have been taught and evaluated before.

103. More Questions to Consider How are we assessed in real life? How are we assessed in real life? How frequently are grades used? How frequently are grades used? What criteria are used to measure our performance? What criteria are used to measure our performance? Are these methods biblical? Are these methods biblical? Do we evaluate and teach character qualities as much as we do academics? What about discernment and biblical thinking? Do we evaluate and teach character qualities as much as we do academics? What about discernment and biblical thinking?

104. Truth and Tradition Much of what we do in schools today is not based on the truth found in educational research and it certainly isn’t based on biblical truth, but rather is based on traditions that die hard. Much of what we do in schools today is not based on the truth found in educational research and it certainly isn’t based on biblical truth, but rather is based on traditions that die hard. We need to begin re-thinking what is truly Christian Education We need to begin re-thinking what is truly Christian Education

105. How Did Jesus Teach? Compare how the School system of the day taught people with how Jesus taught. Compare how the School system of the day taught people with how Jesus taught. What were some of Jesus most successful teaching techniques? Did Jesus every use visualization techniques? What about Brain-compatible learning ( Old vs.. New Testament)? Other thoughts?

106. Resources: A Word Resources I’ve attempted to synthesize the information from a variety of sources into this presentation. I’ve listed a few books which I believe are cutting edge and based on biblical principles. I’ve listed scholarly magazines which review educational practice as well as State and National standards including the National Board Teacher Certification Association and the National Council for Accreditation of Teacher Education (NCATE). I’ve tried to integrate biblically throughout this presentation, but have not cited my sources formally.

107. Resources Activating the Desire to Learn Bob Sullo Activating the Desire to Learn Bob Sullo Classroom Management that Works: Robert Marzano Classroom Management that Works: Robert Marzano A Handbook for Classroom Instruction that works: Robert Marzano and other A Handbook for Classroom Instruction that works: Robert Marzano and other The Big Picture: Dennis Littky The Big Picture: Dennis Littky Education in a New Era: Ronald Brandt( Ed.) Education in a New Era: Ronald Brandt( Ed.) How Smart Am I?: Kathy Koch How Smart Am I?: Kathy Koch Frames of Mind: Howard Gardner Frames of Mind: Howard Gardner What’s your E.Q.(Emotional Quotient) D. Goleman What’s your E.Q.(Emotional Quotient) D. Goleman

108. Resources Kappan Magazine published by Phi Delta Kappan Educational fraternity Kappan Magazine published by Phi Delta Kappan Educational fraternity Educational Leadership magazine published by Association for Supervision and Curriculum Development Educational Leadership magazine published by Association for Supervision and Curriculum Development Checking for Understanding: By D.Fisher and N.Frey Checking for Understanding: By D.Fisher and N.Frey The Skillfull Teacher by Sanphier/Gower The Skillfull Teacher by Sanphier/Gower Teacher, Teacher, What does your garden grow: Dr.Kaye Jeter. Teacher, Teacher, What does your garden grow: Dr.Kaye Jeter. First Days of School, Dr. Harry Wong First Days of School, Dr. Harry Wong The Art and Science of Teaching: R. Marzano The Art and Science of Teaching: R. Marzano

109. Resources Foundations of Christian School Philosophy: ACSI Foundations of Christian School Philosophy: ACSI Journal of Curriculum and Supervision: ACSD Journal of Curriculum and Supervision: ACSD Linking Teacher Evaluation and Student Learning: Tucker and Stronge Linking Teacher Evaluation and Student Learning: Tucker and Stronge Teacher Leadership: Charlotte Danielson Teacher Leadership: Charlotte Danielson Learning and Teaching: Research-Based Methods: Kauchak and Eggen Learning and Teaching: Research-Based Methods: Kauchak and Eggen Educational Fads: Paul and Elder, The foundation for Critical Thinking Educational Fads: Paul and Elder, The foundation for Critical Thinking Understanding by Design, McTighe/Wiggins Understanding by Design, McTighe/Wiggins Conceptual Curriculum for Thinking and Instruction by Erickson. Conceptual Curriculum for Thinking and Instruction by Erickson.