Managing Instruction and Students at Work

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Managing Instruction and Students at Work

• Maureen Meade Mattias, M.A.
• October 12, 2004
• EDEL 429 Classroom Learning Theories and
  Management
• CSU-Bakersfield

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Due Today Journal Response 5

• Share your journal response in a small group of 5
  students. Instructor will collect the journal
  responses.
• Student Motivation Researchers- cooperative
  learning jigsaw activity
• Each of the four groups is assigned to be an
  expert on one of the 4 researchers/theorists
• Provide 10 minutes for students to discuss
  information about the student motivation
  theorist.
• Students return to their home group
  (represented by a color) to share information
  about the theorist they discussed in their
  expert group.
• Reflect on the jigsaw activity. What are the
  values of a jigsaw cooperative activity?

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Chapter 6 Managing Instruction

• Four Instructional Approaches Commonly Used Today
  
• Direct teaching
• Facilitative teaching
• Technology Assisted teaching
• Differentiated Instruction

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Chapter 6 Managing Instruction

• Direct Teaching (Direct/Explicit Instruction)
• The Teacher Plans
• Directs
• Monitors
• And evaluates all aspects of instruction
• Learning Objective The learner will demonstrate
  the ability to design a mind map, on large poster
  paper, identifying components of the four common
  instructional approaches.
• Teacher will first model her mind map on the 4
  instructional teaching approaches on the OHP.

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Chapter 6 Managing Instruction

• In small group of 3, students will use large
  poster paper and colored markers to design a mind
  map which illustrates their understanding of the
  four common teaching approaches. Students may use
  their textbook to acquire information.
• Group members will discuss their ideas while
  discussing the 4 approaches.
• Each group will share with whole class.

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Chapter 7 Managing Students at Work

• According to Charles and Senter
• Good management of students at work contributes
  greatly to
• time availability
• class control
• rapid learning
• sense of responsibility,
• sense of security
• Reflection on other contributions

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Chapter 7 Managing Students at Work

• In small groups, create 5 developmentally
  appropriate rules for your classroom on large
  poster paper.
• Each group will be assigned a different grade
  level
• Present your rules to the class and qualify why
  the rule is developmentally appropriate for the
  specific grade/developmental level

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Chapter 7 Managing Students at Work

• Work Routines
• Opening activities
• What will you do at the beginning of the school
  day?
• Signal for attention
• How will you get all the students attention
  before giving directions?
• Instruction (page 118 )
• How will you give clear and concise directions?
• Movement in the Room
• Will your students need to transition to
  different areas of the classroom throughout the
  day? If so, how?
• Materials - Where will students be able to
  access them, when needed?
• Completed work Where will it be turned in?

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View Part 4 Video- DR. HARRY WONG

• Procedures and Routines -continued from WEEK 4
• 55 minutes
• Take notes so that you may reflect later and
  incorporate into your journal response 6.
• Part 5 - Cooperative Learning and Culture for
  week 6 (TOPIC Managing Special Groups)
• Due next week-WEEK 6- Journal page 6
• Read Chapter 8 - Charles and Senter and
• Chapters 18-20 in Wong Wong