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The Self-Directed Learner: Challenging Adolescent Student to Excel September 22, 2011 Session #1

The Self-Directed Learner: Challenging Adolescent Student to Excel September 22, 2011 Session #1. Salary Credit Course September 2011- March 2012. Welcome To The Self-Directed Learner!. Do Now:

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The Self-Directed Learner: Challenging Adolescent Student to Excel September 22, 2011 Session #1

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  1. The Self-Directed Learner: Challenging Adolescent Student to ExcelSeptember 22, 2011Session #1 Salary Credit Course September 2011- March 2012

  2. Welcome To The Self-Directed Learner! Do Now: On one side of your notecard, please record your response to “What brought you to this course?” In other words, why did you sign up for this course and what you hope to gain from it. On the other side of your notecard, please record your response to “What comes to mind when you see/hear the word “self-directed”?

  3. Introductions • Name • School/Subject/Grade • Share either side of your notecard

  4. Working Agreements • Honor the time committed for the meeting • Participate fully through active listening, being completely present, and coming prepared • Be open to change – seek support • Assume positive intent • Maintain confidentiality • What is missing??? What do these look like/sound like?

  5. So what is the work? Review Unit Plan

  6. Preface and The Case for Self-Directed Learning Pages xiii – xv Pages 1 – 13 As you read through these pages, you may want to jot down some key words/phrases As a group, design and present your “The Case for Self-Directed Learning” Graffiti Wall

  7. Resource A – how much SDL are you teaching now? • Page 142

  8. Connections? How does SDL support Parkway’s M/V/LP/C?

  9. Private Write • Now that I know what I know, here is what I am • thinking… • feeling… • realizing… • This all sounds great, but what about?... (yeah, but…)

  10. A Framework for Teaching SDL • Read Introduction pg. 14 – 15 • Divide by tables (5 groups) • Group 1 – Defining the Course (pgs. 15 – 16) • Group 2 – Expanding Learning Options and Environments (pgs. 16 – 18) • Group 3 – Building Independent Thinking Skills (pgs. 18 – 19) • Group 4 – Negotiating Student Learning Agreements (pgs. 20 – 21) • Group 5 – Establishing Assessment Processes (pgs. 21 – 22)

  11. A framework for teaching sdl • Individually, read your chunk using the following guided reading notations: • Words/statements /ideas that are in check with your thinking (validating) ? Words/statements /ideas that you are questioning ! Words/statements/ideas that surprise you • Share your notations with your group • As a group, present the MIP’s, how this connects with what we might already be doing, using, etc.

  12. Wrap –upPrivate Write/Action plan By our next session, October 20… • A first step I would like to take is… • I will accomplish this by… • Support I may need from my instructor is…

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