Instructional Variety (the BIG 6) Wrap-up

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Instructional Variety (the BIG 6) Wrap-up
Card Q What do you worry about most as you
begin to work with students?

• Agenda
• Review of take-home final
• Review of Final Exam In-class activities
• Instructional Variety Wrap-up Activity
• Course evaluations
• Mastery 4 Exam
• Course grade activity

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Announcements

• Final exam due on Livetext by Dec 5
• Go to ITC, 3rd Floor Withers if you do not know
  how to post it
• You will find your graded score on Livetext by
  Dec 9th
• Final exam timehere, expect about an hour
• Wed Dec 5, 1130 a.m.
• In-class disposition checklistyou cant study
  for it
• In-class mastery make-up from this weeks mastery
  so bring text to final

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Final Exam

• Due by Dec 5, 1100 on Livetextbring a hard copy
  to class
• Everyone uses the same video
• You watch the video 4 times as you answer each of
  4 parts of the final
• Classroom Climate
• Classroom Management
• Student Engagement
• Instructional Variety
• You use a different checklist instrument for each
  partsome require several instruments
• You answer the prompts for each part
• Bring hardcopy packet to class on the 5th
• I will grade by Monday Dec. 10thyou will find
  rubric and comments on Livetext will have hard
  copies in my office for you to pick up after the
  10th

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Final Exam Meeting Date

• Wed Dec 5, 1130 a.m. should take about an hour
• In-class disposition checklistyou cant study
  for it, but will work on it in class
• Bring Text alongFor Mastery make-up if needed,
  will do right in class
• Informal course survey

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Grades and Office Visits

• Calculation sheet
• Office times
• Questions about College of Ed
• Questions about EDUC 200
• Questions about gradesbut must bring in
  completed sheet

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Remember the Big 6 Ways to build in
instructional variability

• Using a variety of attention-gaining devices
• Showing enthusiasm and animation
• Varying instructional activities and media
• Mixing rewards and reinforcements
• Varying types of questions and probes
• Using student ideas

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Today Instrument 8.1, p. 237

• Family 1 observe for 1. Attention-getting
  Family 2 Enthusiasm etc
• Record both frequencies (number of times you saw
  the behavior) and brief descriptions of the
  behaviors.
• Example Reward and reinforcers
• 5 verbal reinforcers (praise)
• 1 reward of free time activity
• 17 smiles as rewards

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Course Evaluations

• When completed, review for Mastery 4
• Try to complete in 10 minutes

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Grading

• Calculate your own grades using the grading sheet
• Sign up for an office visit to ask about
• College of Ed questions
• EDUC 200 questions
• Gradesbut bring completed grade sheet
• Any other course issues

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Mastery 4

• I will hand back graded at final exam
• Bring text to class to do corrections during
  final exam time if needed

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Types of Questions 1

• Convergent have single or limited number of
  right answers that are commonly associated with
  the goals of Direct Instruction (Direct
  instruction occurs when the teacher is the major
  provider of information.) (Think of some
  examples.)
• Look for patternsif a student gets wrong, how
  might a teacher respond?

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Types of Questions 2

• Divergent may have many right answers and are
  most commonly associated with the goals of
  Indirect Instruction (Indirect instruction helps
  students use their own knowledge and experiences
  to actively construct learning.) (Think of some
  examples.)
• Look for patternsif a student gets wrong, how
  might a teacher respond?

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Blooms Taxonomy

• See chart on page 126.
• Definition a chart that lists degree of thinking
  difficulty for student work ranging from
  knowledge (memory) to the highest order thinking
  (evaluation)
• What levels result in higher student learning?

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Probes

• Questions that follow questions and are
  carefully crafted to deepen, enrich, and extend
  an earlier response
• Can be used to elicit a clarifying response to an
  earlier question, solicit new information related
  to an earlier question, or redirect the learner
  into a more productive area
• Examples?

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Wait Time How Long?

• Refers to the amount of time a teacher gives a
  learner to respond
• Allows all learners time to think about, extend,
  or modify their responses
• Good wait time results in
• Length of student responses increase 300-700
• More student inferences supported by logical
  argument
• Number of questions asked by students increased
• Student to student exchanges increased
• Misbehavior decreased
• More students volunteered to respond

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6. Using Student Ideas

• Acknowledging (repeating the logical connectives)
• Modifying (rephrasing or conceptualizing)
• Applying (using the idea to teach an inference
  or predict the next
• step )
• Comparing (drawing a relationship between the
  idea and ideas
• expressed
  earlier)
• Summarizing (use what was said by student(s) as a
  summarization
• of
  concepts)