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Methods

Methods. Change Methods of Instruction. Active Responding Real World Problems Art, Music, Literature Computers. Traditional: Text & teacher-centered Learner a passive sponge Learning like a library w/o interconnections. Active: Student & problem-centered

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Methods

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  1. Methods

  2. Change Methods of Instruction • Active Responding • Real World Problems • Art, Music, Literature • Computers

  3. Traditional: Text & teacher-centered Learner a passive sponge Learning like a library w/o interconnections Active: Student & problem-centered Learner with interests, choices, dialogues, perspectives Learnings authentic, raw-data, real world Passive vs. Active Responding

  4. Advantages of Active Responding OTR =Opportunity to respond ASR = Active Student Response • generates more learning • gives feedback to teacher • correlated with on-task behavior (less disruption) Heward, Frank

  5. Active Responses Can be: • Physical • talking • writing • moving • Sensory • looking at pictures • Cognitive • choice • problem solving = what ifs, use individual voting in class and basis of debates • roles = mentor, questioner, pessimist, devil’s advocate, starter, wrapper

  6. Components of Choral Responding • Curriculum content criteria? • short responses • 1 correct answer • fast paced questions

  7. Components: Choral Responding (1) Model a response. (2) Provide a “thinking pause” between asking the question and signaling the students to respond (4-6 sec.) (3) Provide a clear signal for response (e.g.,“class”)

  8. Components: Choral Responding (4) Provide feedback for the “majority” response. When all are correct, say “Yes.” When most are correct, “Yes, addition is the correct operation for solving that problem.” When 1/3 of the class gives an incorrect answer, repeat the question. (5) Maintain a lively pace. Present the next question immediately after giving feedback.

  9. Response Card Activity • Preprinted Response Cards have advantages of: • higher rates of response, • fewer errors, and • easier to see.

  10. Spelling Study Procedures 1. Say a spelling word that the students have been exposed to previously. 2. Both you and students write the word on mylar 3. Students and teacher show their words to each other. • If the student has the word correct, tell them (e.g., that’s correct). • To students with errors say, “Erase and correct only the incorrect letters.” • Hold your spelling/board up for them to use as a correct model.

  11. Spelling Study Procedures 4. Give feedback (e.g., Almost right, Now you’ve got it right.) 5. Say, “Erase your boards.” 6. Present the next word. (Go through the word list in a mixed up order, each word 3 times each.) 7. All student practice all words each day, whether they got them right or wrong on the previous test.

  12. Physical a. talking b. writing c. moving Cognitive d. choice e. problem solving cooperative learning__ dry erase boards___ peer teaching___ classroom jobs___ choral responding____ debate teams or panels ____ Match Examples to Types

  13. Art to Teach Content • Concept- What message does artist wish to send? • Mode- What type of art? • Media-What types of art supplies? • Style-Expressionism, Representational, Abstract?

  14. Purpose: Assessment • Elements- what lines, shapes, colors, textures, sizes, and space? • Principles - what balance, complexity, contrast, gradation, repetition, rhythm • History - what who, what, when, where, and sometimes why • Philosophy-what knowledge about beliefs, concepts, and attitudes about art • Is this art and why?

  15. Purposes--to: • develop critical thinking • facilitate communication & cooperation • express emotions and develop insight

  16. APPLY ART TO SUBJECTAREAS: Combine with other instructional media • SOCIAL STUDIES • HUMANITIES • stories • poems • SCIENCE

  17. WHEN TO USE IT • Prior to instruction • With a lecture • As a follow up to readings

  18. Application: Questions to Ask about an Artwork • THEME • What do you notice? • What’s going on here? • Who are the central subjects in this work? • Is there a focal point? If so, what is it? • If there are people, how do their positions or expressions help us understand what this work is about? • What message does the artist wish to send?

  19. Application: Questions to Ask about an Artwork CONTENT: This work was created in ____. What do we know about what was going on at that time? This work was made by people who lived in the _____. Do you think the materials or colors used in this work have anything to do with where the person lived? How so? • Why did the artist choose this subject?

  20. Application: Questions to Ask about an Artwork • EMOTION/MOOD: • Why did the artist choose this or that color? • What kind of form or lines are used? Do you get a sense of movement? • How does lighting help the artist convey his/her message? • Is there a lot happening in this work? • How does this work make you feel?

  21. Follow up Classroom Activities Using Art for EBD • Design your own quilt square: use symbols

  22. Music as an Instructional Tool

  23. PURPOSES FOR MUSIC AS INSTRUCTION • Create a mood • Conducive to Learning by Association

  24. PURPOSES FOR MUSIC AS INSTRUCTION • PROVIDE CONTEXT CUES FOR LEARNING • DEVELOP ORAL OR WRITTEN LANGUAGE SKILLS

  25. TO FORMULATE AND/OR EXPRESS ONE’S MEANING OF LIFE • Listen to music with lyrics • Discuss musicians’ point of view • Pick out the words artist used to express philosophy about any of these areas • Pick out examples artist used to express philosophy • Think about own philosophy • List words/expressions to reveal the philosophy • List examples of what you mean

  26. It’s Like That • Crime is soaring at a record high. People coming, people going. People want to die. Don’t ask me. Because I don’t know why, but it’s like that. And that’s the way it is. People in the world try to make ends meet. To try to find car, train, bus or feet. I said you’ve got to work hard to walk to your beat. It’s like that. And that’s the way it is. Huh!

  27. It’s Like That • Money is the key to end all your woes: Your ups, your downs, your highs and your lows. Won’t you tell me the last time that love bought your clothes? It’s like that, and that’s the way it is.... • You should have gone to school. You could have learned your trade. But you lay in the bed where the bums have laid. Now all the time you’re crying that you’re underpaid. It’s like that, (what?) And that’s the way it is.

  28. ACTIVITY--MAKE A RAP SONG FOR A Do-Rule for Students with AD/HDMake a rhythm with different instruments 1. DO STAY ON TOPIC When Talking or Entering Groups 2. DO SET DEADLINES 1 Day Earlier--Create Urgency 3. DO ASK QUESTIONS When You Don'T Know What to Do or When You Want Some Control 4. DO PLAN FOR WAIT TIME 5. DO STICK TO THE FACTS: What Happened and How Am I Going to Fix It. 6. DO DECIDE WHAT PART OF THE PROBLEM IS YOURS and What Part Is Not 7. DO ASK FOR PRAISE When You Are Pleased With Your Own Behavior or Performance

  29. MEMORY STRATEGIES RAP SONG “It’s Tricky This piece is my recital. I think it’s very vital. To rap a rhyme that’s right on time is tricky. It’s tricky, tricky, tricky, tricky. Here we go! Each try to rap a rhyme--to rap a rhyme That is right on time is tricky. It’s tricky, tricky, tricky, tricky.

  30. Troubleshooting for EBD • Establish clear rules about use of instruments • when they may be used • how long one person/group can use them • what constitutes appropriate use • Use inclusionary time-out as consequence

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