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Word List for TIC TAC TOE BINGO

Word List for TIC TAC TOE BINGO. FOLLOWING LESSON PLANS STUDY GUIDELINES OPTIMIZING TIME ON TASK CONTINUUM POST IT NOTES APPLYING MODELING BEHAVUIORS Descriptive Blooms taxonomy Literacy . EFFECTIVE STROMY HUMID ADMINISTRATOR TEACHER SUPPORTIVE CLASSROOM CLIMATE GENIOUS

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Word List for TIC TAC TOE BINGO

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  1. Word List for TIC TAC TOE BINGO • FOLLOWING LESSON PLANS • STUDY GUIDELINES • OPTIMIZING TIME ON TASK • CONTINUUM • POST IT NOTES • APPLYING MODELING BEHAVUIORS • Descriptive • Blooms taxonomy • Literacy • EFFECTIVE • STROMY • HUMID • ADMINISTRATOR • TEACHER • SUPPORTIVE • CLASSROOM CLIMATE • GENIOUS • INCORPORATE MUSIC

  2. Announcements/Concerns Mr. Smith

  3. GROUP ACTIVITY 1 • LINE UP BY BIRTHDAYS STARTING WITH JAN BIRTHDAYS TO DEC BITHDAYS • THEN PAIR OFF (2) • LOOK OVER THE PROFESSIONAL EDUCATOR LEARNS HOW TO MAKE USE OF INSTRUCTIONAL TIME HANDOUT • PICK ONE AND FIGURE OUT HOW THE TWO OF YOU CAN ACT OUT OR DRAW OUT THE ACTION FOR THE OTHERS IN THE CLASS: YOU MUST DO THIS SILENTLY (3 MIN) • NOW EACH GROUP WILL ACT OUT THEIR CHOICE AND THE OTHERS WILL TRY TO GUESS WHICH THEY ARE ACTING OUT REMEMBER THERE IS NO TALKING OR WORDS IF IT IS PICTIONARY (1 MIN TO ACT)

  4. PROFESSIONAL EDUCATOR LEARNS HOW TO MAKE USE OF INSTRUCTIONAL TIME • FOLLOW LESSON PLANS • FOCUSING STUDENT ATTENTION • COMMUNICATING PURPOSE OF LESSON • APPLYING MODELING BEHAVIORS • APPLYING STUDY GUIDELINES • USING GUIDED PRACTICE • USING MATERIALS, MEDIA, & TECH

  5. CONTINUED • PLANNING ACCORDING TO TYPES OF STUDENTS • PLANNING INSRUCTIONAL STRATEGIES • OPTIMIZING TIME ON TASK • STUDYING & DEMONSTRATING THE SUBJECT BEING TAUGHT • MAINTAINING SMOOTH FLOW & MOMENTUM OF INSTRUCTION

  6. CONTINUED • BEING AWARE OF CLASS ACTIVITIES • MANAGEING SERVERAL EVENTS SIMULTANEOUSLY • ARTICULATING INFORMATION CLEARLY • GIVING EFFECTIVE DIRECTIONS FOR ACTIVITIES • PROVIDING LOGICALLY SEQUENCED INSTRUCTION • REVISING & AUGMENTING INSRUCTION ON THE NEEDS OF STUDENTS

  7. CONTINUED • MANAGING AIDES, TUTORS, & PARENTS • EVALUATING AND IMPROVING CLASSROOM INSTRUCTION

  8. NINE PRINCIPLES FOR EFFECTIVE PRACTICE • ON THE NEXT FEW SLIDES YOU WILL SEE PICTURES, PLEASE ASSOCIATE THEM WITH ONE OF THE NINE PRICIPLES FOR EFFECTIVE PACTICE : (on handout) • DO YOUR BESTJ

  9. NINE PRINCIPLES FOR EFFECTIVE PRACTICE

  10. NINE PRINCIPLES FOR EFFECTIVE PRACTICE

  11. NINE PRINCIPLES FOR EFFECTIVE PRACTICE

  12. NINE PRINCIPLES FOR EFFECTIVE PRACTICE

  13. Brain Break • Stand up find a friend, share what you are doing in your class today while shaking hands (don’t stop shaking hands). 1 minute • Good JOB • Video: YouTube

  14. value sunny classroom tight becoming looser gradually supporting autonomy discipline of community assertive humidclassroom tight restricted autonomy discipline of benevolence manipulative restrict our need for control empower our need for connection stormy classroom loose distorted autonomy lack of discipline passive cold classroom tight crushed autonomy discipline of fear authoritarian reject Alan McLean ‘The Motivated Classroom’

  15. DESCRIPTIVE OR SUPPORTIVE • ON THE NEXT HANDOUT YOU ARE TO CHECK THE BOXES THAT DESCRIBE YOU. • AFTER YOU DO THIS YOU ARE TO TOTAL EACH COLUMN. • THE COLUMN WITH THE MOST IS WHAT YOUR STYLE IS. • NOW CREATE SILENTLY A HUMAN CONTINUUM • LEFT IS SUPPORTIVE AND RIGHT IS DESCRIPTIVE

  16. value The self-motivating classroom: allowing a measure of self determination 3 The humid classroom The sharing classroom: encouraging and enabling student autonomy 2 The secure classroom: setting clear limits 1 enable restrict The cold classroom The stormy classroom reject Alan McLean ‘The Motivated Classroom’

  17. Our three basic psychological needs • The need to fit in • to belong • to connect • to cooperate • (this is aboutrelationships) • The need to stand out • to be different • to be capable • to compete • (this is about agency or status) • The need to be trusted • to be assertive • to have rights • to be responsible • (this is about autonomy) can drive autonomy too fast and lead to aggression can hold autonomy in check and lead to passive behaviour

  18. www.camb-ed-us.com

  19. CLOSE • ANSWER THE FOLLOWING QUESTION ON A POST IT FROM THE TABLE. • DO NOT WRITE YOUR NAME ON IT • LEAVE IT ON THE DOOR AS YOU WALK OUT • QUESTION: WHAT WAS YOUR CLASSROOOM CLIMATE AND WHAT WAS YOUR STYLE TYPE? DID EITHER SURPRISE YOU?

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