‘ Play ’ the slide show

1. ‘Play’ the slide show • ...in order for the links to be usable • (highlighted text are links- but not pink highlights – these are activity prompts)

2. EDWN 600 • Classroom Management, Instructional Methods

3. If civilization is to survive, we must cultivate the science of human relationships - the ability of all peoples, of all kinds, to live together, in the same world at peace. • Franklin Delano Roosevelt

4. Conflict • Is a natural occurrence • Makes us uncomfortable • Has value • Discuss these 3 statements with your nearest neighbor. Are they true or false?

5. The value of conflict • Intellectual conflict - allows learning new things • Can show us relationship issues, and allow greater caring • Fosters social development • Sparks curiosity and interest • Helps you understand yourself • Skill in managing them makes you more employable

6. You’ve Won! Journaling • Fill out the Journaling sheet and discuss with your neighbor • Work with your neighbor on You’ve Won. • -Join another pair and renegotiate to consensus • -Join another group and renegotiate to consensus • -Present your process to the class

7. Conflict Resolution • Create a cooperative environment • Teach them how to think • Teach them how to Negotiate • Teach them to mediate • Arbitrate conflicts • Teaching Students to be Peacemakers • Johnson & Johnson book

8. Managing Conflict • Jimmy/Donna

9. Negotiation • Define the conflict • “I” Statements “I feel ___ when you ___ because ____.” • Listen carefully to each other • Exchange reasons for positions • Focus on wants and needs, staying flexible • Strive to understand other position • Paraphrase their feelings • Invent options • Reformulate, broaden options • Reach agreement (repeat, as needed) • Stop calling me names

10. Peer Mediation • End hostility - defuse • Make sure everyone’s ready - set ground rules • Help the two negotiate • Define the conflict • Exchange reasons/feelings • Reverse perspectives/paraphrase • Invent 3+ options • Wise agreement/shake • Jack & the Giant • Meet in character groups and establish your roles/actions • In groups of 3, practice mediation • When done, work as a trio to write out advice for peer mediators based on this experience • Share these in the character group and note similarities/differences • More conflict resolution lessons • Next

11. Motivation drives learning and behavior • Intrinsic • Internal • Self-motivation • Personal desire • Extrinsic • External • Reward-based • Want to please

12. Management Models • Assertive Discipline (Canter) • Teacher control • Choice Theory(Glasser) • Student participation in governance • Discipline with Dignity (Curwin& Mendler) • Prevention/action/resolution • WI Classroom Management • Series of webinars to address classroom mgmt

13. Thinking about... • Your classroom management plan - • PBIS Classroom Matrix - kinds of behavior expectations (matrix and lesson plan available in link at top right “resources”) • Think about your expectations in each box in the grid - discuss with table partners • Plan to teach behavior skills - Routine lesson plan

14. Classroom Management Plan • What should you include in your classroom management plan? • Philosophy • Rules • Consequences, positive and negative • Conflict resolution steps • Next

15. Bullying and cyberbullying • What teachers, parents and kids need to know about cyber bullying. • Read your assigned article • Discuss with your group - how could conflict resolution skills help? • Present to the rest of the class using the fishbowl strategy • NEATT-BullyTT-BlkboardNext

16. Syllabus Assignment • Include: • Contact info • Course info and grading (after EDWN 601) • Expectations for students • Try to keep it 1-2 pp. (list general topics, but not specifics, to give yourself more flexibility

17. Cooperative learning Contest of the codes • Positive interdependence • Assign jobs: Reader, Encourager, Checker, Go-fer • Face to face promotive interaction • Support each others learning • Discussion/explanation • Individual accountability • Social skills • Leadership, communication, trust-building, conflict mgmt • Must be taught • Groups process is explicit • Something each did that helped • something each could do better tomorrow

18. Group work is not cooperative learning • But it can be if you teach the students HOW to work cooperatively. Important features: • Group jobs - like in the handout • Time to practice these skills • Teacher circulates to monitor and assist groups

19. Technology Use • Read article • Prepare a 5 min presentation of the content, using whatever materials you wish • Use group roles, as assigned • Your students...Social Media...10 Real World Ways... • Next

20. Brain-based Teaching • Choices • Content, timing, partners, projects, process, environment, resources • Relevant • Personal, family/neighborhood/age • Engaging • Emotional, energetic, physical, learner imposed deadlines/peer pressure • Adapted from Jensen, E. (1998). Teaching with the Brain in Mind, Alexandria, VA: ASCD. • Required • No student input, resources restricted, work alone • Irrelevant • Impersonal, out of context, to pass the test • Passive • Disconnected, seatwork, lecture, video

21. School in a cloud

22. Sugata Mitra

23. Teaching Strategies • In the same groups as Technology articles: • What are some teaching strategies you’ve seen/used? • Describe each as best you can. • Direct instruction • Inquiry • Guided inquiry • Jigsaw • Fishbowl • Discussion • Demonstration • Field trip • Simulation • Projects • Lecture • Brainstorming • Audio/visual • Round Robin

24. Web Sources • Inquiry activity • Guide by Subject • Virtual Field Trips • Tutorials

25. A good activity • Is something students will make or do • Using an essential skill and essential information • In order to understand an essential idea/principle or answer an essential question. • (Tomlinson, 2001)

26. A good DIFFERENTIATED activity • Is something students will make or do • In a range of modes at varied degrees of sophistication in varying time spans • With varied amounts of teacher or peer support (scaffolding) • Using an essential skill(s) and essential information • To understand an essential idea/principle or answer an essential question. • (Tomlinson, 2001)

27. Differentiated Instruction • Differentiated instruction is a process to facilitate teaching and learning for students of differing abilities in the same class. • (Hall, Strangman & Meyer, 2011) • TEDTalk - flipping the classroom

28. Differentiation • Make ‘self’ graphs • I’m ______ and I am good at _______, I learn best by __________ and I like to show what I know by _________.

29. Differentiation • Presentation • Learning • Demonstration • Rhythm: together/apart/together/apart/etc

30. Case studies • Read through your assigned case study. • Look for differentiation in: • Presentation • Learning • Demonstration

31. Instructional Strategies paper • Choose 6 strategies that would be useful in your teaching area remembering to check out the links on the syllabus for more info specific to your subject area • Describe • Discuss pros and cons • Interview a teacher in your subject area. Ask about these strategies and others he/she uses

32. Where am I at? • Please write brief notes on each bullet: • What ideas were interesting/new? • What additional information would I like? • How can I use these ideas? • MgmtBullyingCoopStrat