01-21-16

1. 01-21-16 On your own paper, respond to one or both of the following prompts: • Describe a favorite class and a least-favorite class. What kinds of activities did you do in each class? What was it about the class that made you like/dislike it? • Describe yourself as a learner. How do you like to learn? What kinds of classroom activities are most fun and/or most effective for you? What kinds don’t work well? Be ready to read aloud your response(s), later in class.

2. 1. Planning ADEPT Performance Standards • Long-range • Short-range • Assessments 2. Instruction • Expectations • Strategies • Content • Monitoring 3. Environment • Creating • Managing 4. Professionalism • Responsibilities

3. You now have the opportunity to take the self-scoring version of the MBTI (form G). The goal is to help you better understand your own preferences and how they influence (or are reflected in) your teaching and learning styles. Participation is voluntary, as is the option of revealing your score. Even if you have taken the MBTI before, you are welcome to take it again. You may answer as your “at home self” or as your “teacher self” – the scores may differ, depending on which “self” you choose. Or not.  Today’s initial lecture will address personality preferences and teaching & learning styles, so knowing your own preferences may help you better understand some of the differences.

4. Exercise: Eating an Apple 1. Using all of your physical senses (i.e., sight, hearing, smell, touch, taste), examine the apple and record as many FACTS about it as you can. 2. Based on the facts you recorded, list as many ASSOCIATIONS as possible: what the apple reminds you of or makes you think of. 3. Draw some CONCLUSIONS about apples: what we can and can’t do with them, they are and aren’t useful for, potential uses. 4. Based on your personal VALUES, consider your conclusions and decide which uses we should or shouldn’t pursue.

5. Exercise: Eating an Apple 1. Using all of your physical senses (i.e., sight, hearing, smell, touch, taste), examine the apple and record as many FACTS about it as you can. 2. Based on the facts you recorded, list as many ASSOCIATIONS as possible: what the apple reminds you of or makes you think of. Sensing Perception Intuitive Perception 3. Draw some CONCLUSIONS about apples: what we can and can’t do with them, they are and aren’t useful for, potential uses. 4. Based on your personal VALUES, consider your conclusions and decide which uses we should or shouldn’t pursue. Thinking Judgment Feeling Judgment

6. Personality Preferences Introversion Extraversion Sensing Intuition Thinking Feeling Judging Perceiving “Cognitive” processes: how we take in information & make decisions with it

7. Type Theory: The Really Brief Version Extraverts - interested in the world around them; lots of interests Introverts - interested in their thoughts & ideas; a fewer, deeper interests Sensing types - attend to literal meanings & concrete experience; move step-by-step through new experience Intuitive types - attend more to relationships & possibilities than to facts; skip and jump through new information Thinking types - respond to logical analysis (without a personal element) Feeling types - commit to personal relationships & attend to personal values Judging types - like to have a plan and like to have things settled Perceiving types - often finish projects with a burst of energy at the deadline

8. You might be an Extravert/Introvert if . . . (adapted from Gordon Lawrence, People Types and Tiger Stripes, 3rd ed) You might be an Extravert if … … you like action and variety … you like to do mental work by talking to people … you tend to act quickly, sometimes without much reflection … you like to see how other people do a job—and see the results … you want to know what other people expect of you You might be an Introvert if… … you like quiet, and time to consider things … you like to do mental work privately before talking … you may be slow to try something without first understanding it … you like to understand the idea of a job, and to work alone or with just a few people … you want to set your own standards How might writing an answer before saying it aloudbe helpful to introverts? to extraverts?

9. Extravert types like... · to think out loud to clarify their ideas · to talk rather than write · breadth more than depth Introvert types like... · listening more than talking · keeping a low profile · depth more than breadth Sensing types like... · following step-by-step instructions · learning facts and details · seeing actual results Intuitive types like... · skipping around & following hunches · getting the big picture, not the details · asking lots of “what if” questions Thinking types like... · using cause-and-effect reasoning · being shown why · being able to critique an idea Feeling types like... · using personal values to evaluate material · a “friendly” work atmosphere · being treated personally Judging types like... · staying on task · the satisfaction of completing projects · doing things early rather than late Perceiving types like... · being spontaneous and flexible · juggling several projects at the same time · working under the pressure of a deadline

10. So what difference do these preferences make in the classroom? In groups of 2-3, look back at your list of activities you did and didn’t like. How might those activities appeal (or not) to particular preferences? (Make a list; bullets are OK.) Using the green handout (“Type Preferences”) and the yellow double-sided handout (“Attending to All the Preferences”), create a list of some activities that could be used instead of -- or in addition to -- the activities in your original list, so that the activities might be more appealing to students with different learning styles.

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12. Fire by Judy Brown When we are able to buildopen spaces in the same waywe have learnedto pile on the logs,then we can come to see howit is fuel, and absence of the fueltogether, that make fire possible. We only need to lay a loglightly from time to time.A fire growssimply because the space is there,with openings in which the flamethat knows just how it wants to burn can find its way. What makes a fire burnis space between the logs,a breathing space.Too much of a good thing,too many logspacked in too tightcan douse the flamesalmost as surelyas a pail of water would. So building firesrequires attentionto the spaces in between,as much as to the wood. (Teaching with Fire, ed. by Sam M. Intrator and Megan Scribner)

13. In pairs, discuss the importance of “the spaces in between” with respect to classroom activities and lesson plans. How might making allowances for personal differences help create such spaces?

14. In pairs, read aloud one of your response journal entries (or explain it, if you don’t have your journal. Choose one of the entries to discuss in greater detail as a group. Be ready to summarize the discussion for the class. (Timing: 2-3 min/person to read/talk, plus another 5 minutes to discuss, or about 10 minutes total to prepare for full-class discussion.)

15. Reality Test: Complete “College Prep: Are You Ready?” (Figure 1.4 on page 11) now that you’ve completed college. How “ready” for college are you after four years of it? Based on your responses to the checklist, what areas of study most need extra attention in high school?

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17. Field Experiences Ft Johnson MS Stall HS Wando HS Academic Magnet HS • 10 hours • Observe • Assist • Teach You contact the host teacher to set up a schedule. You are welcome to split visits between schools.

18. Review / Apply: How might your understanding of type preferences influence your practice with respect to … APS 5: Using Instructional Strategies • Using appropriate instructional strategies • Using a variety of instructional strategies • Using instructional strategies effectively Domain 2: Instruction

19. Review / Apply: How might your understanding of type preferences influence your practice with respect to … APS 7: Monitoring, Assessing, andEnhancing Learning • Monitoring student learning during instruction • Enhancing student learning during instruction • Providing appropriate instructional feedback to all students Domain 2: Instruction

20. Review / Apply: How might your understanding of type preferences influence your practice with respect to … APS 8: Maintaining an EnvironmentThat Promotes Learning • Creating a safe physical environment that is conducive to learning • Creating and maintaining a positive classroom climate • Creating and maintaining a classroom culture of learning Domain 3: Environment

21. Review / Apply: How might your understanding of type preferences influence your practice with respect to … APS 9: Managing the Classroom • Managing student behavior appropriately • Making maximum use of instructional time • Managing noninstructional routines efficiently Domain 3: Environment

22. What questions do you have about… …anything we’ve discussed today, …anything in the textbook, or …anything else related to this class or to student teaching?

23. For next week . . . Response journal: ETC, ch 2 (Who We Teach) (First two entries due by beginning of class)