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80-203 (2009) Week 1

80-203 (2009) Week 1. Welcome. Metaphor. Teacher as Talk-Show Host. ---------------------------------------------------------------------------------------. Teacher as Talk Show Host. Ellen Montel Dr. Phil Chris Matthews Bill Mahr Larry King Michael Coren Oprah.

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80-203 (2009) Week 1

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  1. 80-203 (2009) Week 1

  2. Welcome Metaphor Teacher as Talk-Show Host. ---------------------------------------------------------------------------------------

  3. Teacher as Talk Show Host • Ellen • Montel • Dr. Phil • Chris Matthews • Bill Mahr • Larry King • Michael Coren • Oprah The medium is the message. What did you learn? --Content? --Methodology? --Technology? The medium is a message. The medium masks the message. The medium bolsters the message.

  4. Some objectives…At the end of this session you should know • Something about the course • Something about the professor • Something about some peers • Something about encouraging talk • Something about summer vacation • Some “little-lessons” or “mini-lessons” • Something about educational psychology • Something about learning

  5. How I spent my summer vacation… Value? -meet people -social supports -schema activation -involvement -personal -energizing Share with those around you what you wrote. • Here’s an Application • ON

  6. Some objectives…At the end of this session you should know • Something about the course • Something about the professor • Something about some peers • Something about encouraging talk • Something about summer vacation • Some “little-lessons” or “mini-lessons” • Something about educational psychology • Something about learning

  7. Application-Based C... ABCs

  8. EDUCATIONAL PSYCHOLOGYREFLECTION FOR ACTIONCanadian EditionO’Donnell, D’Amico, Schmid, Reeve, Smith

  9. Syllabus Link http://web2.uwindsor.ca/courses/edfac/morton/new_page_3.htm http://web2.uwindsor.ca/courses/edfac/morton/203.htm

  10. Assignments (Tests) * There is an Alternative for Test 3 • Test 1 (Week 5) (10%) • Multiple-choice • Open-book • Group-format • Test 2 (Week 12?) (10%) • Multiple-choice • Open-book • Individual-format • Test 3 (Exam Week) (20%)* • Multiple-choice • Open-book • Individual-format

  11. Assignments (In-Class Constructions) • Weekly, Assigned, In-Class Topical Tasks (15%...+ 5%) • Submissions • Draft (End-of-class) • Polished (End-of-week) • Summative (End-of-course) • Collaborations • Teaching Others • Draft • One or two pages of notes from discussions (signed by participants) • Polished • A couple of pages of WP text (plus graphics, charts, images, etc.) designed to teach your peers something important, relevant, or interesting about the topic. • Summative • A collection of your polished work put into the form of a Newsletter for Teachers (or Student Teachers, New Teachers, Old Teachers,...)

  12. Assignments --Group Presentations(Applied ) • Principles:- • 2 to 6 people per group • concept, technique, vocabulary, model, from a selected chapter • 5 to 10 minutes • PENALTY for exceeding 10 minutes (10%) • “less is more” • In-Class Format Examples: • Skit on Stage • Mime • Robbins’ Motivational Sales Pitch • ---------Technology • Puppet Show • Write/perform a song • PowerPoint • Live or Video? (80% opt for video) • ETC.

  13. Video--Group Presentation Possibilities Note 1. Every year I get requests from former students for a copy of their presentation (particularly the very good productions) for in-service sessions they are working on in their present teaching positions. I can’t always find them, or make copies, so I suggest you make sure everyone in your group who wants a copy has a copy. • write, produce, and video a skit, puppet show, etc. • samples of video clips with commentary • interview children/teachers/parents... • Cartoons • or wherever your creativity leads... • If Video keep in mind: • audio quality / camera stability • transfer to VCR format / timelines • could be an .mpg file on a CD, or Flash Drive , or DVD • media services (Lambton Towers, see Larry Foley) • As these videos are designed to instruct your peers, your students, your associate teachers, the parents of students, the public, and so on, they may be shown in other educational psychology classes, at other times… Note 2. In the past, the target audience was limited to student teachers—your peers. In the interests of practicality and future utility the student teacher may be the secondary target, and you may opt for primary target audiences such as: practicing teachers, parents, children, adolescents, professionals, media, and so on.

  14. Assignments (Brochures) • Consider • Professional appearance • Format • Language level • Future use • Four Brochures (20%) • Samples on-line and in-class • Choose your topic from the text • Use the text book • Credit the text book • Paraphrase not quotes. • Elaborate • Choose your target audience • Teachers, parents, student teachers, students, public, grade 5 students, siblings of LD students, professors, etc. ...

  15. Test 3 Alternate Prepare an additional set of four Brochures addressing four different topics that you contend were not adequately addressed in the Faculty of Education program, ...not just the educational psychology course. NOTE. You need to be aware that (1) I would have access to material addressed in other courses and could inquire whether  a particular topic you decide to pursue was indeed enhanced by more depth or greater breadth on your part, and (2) it is plagiarism to use material for an assignment in one course for an assignment in another course. Don't put yourself in jeopardy.. The intent here is to highlight your professional standing as a responsible, mature, independent, personal, life-long learner--a learner capable of initiating and implementing your own knowledge growth. Topics would have a tie to educational psychology but go beyond the textbook, the course, or the program. Your Brochures should show evidence of transcending these existing sources.

  16. Building Applications Through...

  17. Introductions--Me? • Dr. Larry Morton • Office 3342A • Phone Extension # 3835 • e-mail morton@uwindsor.ca

  18. Avoider Pontificator Are there things that make talking unpleasant? Anxious Reflective Fearful SOCIAL Gendered Make talking pleasant: -Small Groups -Low Threat Topics -Give Time to Reflect -Ask Questions -Personalize Topics Gregarious

  19. Others? • Afternoon Nap • Show and Tell • Into the cloakroom…

  20. How do you get people to talk? Answers: 1. 2. 3. 4. 5. 6.

  21. Re TALK (a little-lesson) • Teachers talk too much...

  22. Re TALK (little-lessons) • Save your voice • Use Signals • Hand Signals • Light Signals • Bells, whistles, claps, shhh,... • Watch the associate • The Horn

  23. Re TALK (a little-lesson) (to facilitate class activities) • Bad talk. • Noise can interfere. • Whispering is a distractor when others are trying to communicate. • Be courteous when the professor, a guest, or a classmate is addressing the entire class!!! • Good talk. • Noise can facilitate. • Bring texts to class (talk & group work) • Class and group participation is evaluated

  24. Re TALK ( a little-lesson) Suggestion: Keep talk units or instructional units down to about 10 to 15 minutes. WHY?

  25. Re TALK (a little-lesson)Use of gimmicks… Stop Talk! Start Talk!

  26. Talk (a little-lesson) • Use Humour • Best way to communicate with the prof…

  27. What happens to learning over vacation periods? Regression? Stasis? Growth?

  28. Survey says……Generally there is:

  29. What do educators and politicians recommend? In Mexico (2009) there is a move to extend the school day by 37 minutes, but reduce the school week to four days. It reduces their budget by about 5%. Good idea?

  30. What do educators recommend? Summer school September review Extended school year Summer reading program Summer enrichment programs

  31. What does the older research indicate about summer vacation?

  32. What does the research indicate? Beggs & Hieronymous 1968 Studied 2000 students Grades 5 …6 Tested May and October ITBS (11 subtests)

  33. Bottom Line: ...on arithmetic…maybe GENERALLY NO LAGS

  34. Soar & Soar, 1969 Studied 189 students Grades 5 …6 tested: Oct May Oct ITBS (voc, reading, math)

  35. Soar & Soar, 1969 TestOct May Oct Voc Base 8.1m 4.0m Read Base 6.4m 3.5m Conc Base 6.7m 3.0m Prob Base 6.8m 4.9m October score should be one-third of the May score…

  36. Formal instruction... may be detrimental to learning

  37. Other Studies Heynes (1978) N=1500 Gr 6 Low SES … -.28yrs (loss over summer) High SES… .29yrs (gain over summer) Bottom Line: • SES seems to be critical

  38. Other Studies Wintre (1988) (grades 1, 3, 5) Gains for word knowledge Gains for reading Gains for math concepts Loss for math computations (gr 3)

  39. Reece, Myers, Nofsinger, & Brown, 2000 • Used curriculum-based-measures (CBM) not norm-referenced measures • N=749 (Grades 1, 3 and 5) rural Kentucky • Traditional (10wk) (180-200 instr. Days?) • Alternative (8wk) (135 instr. Days?) • May be an examination of more vacation days! • The effect is for the primary grades only?

  40. Don’t try and note these. The point is that the effects are convoluted Math

  41. Spelling

  42. Writing

  43. Reading

  44. Implications? Effects are complex Summer school (Not critical, but…) Extended school year (Not critical, but…) September review (Not critical but schema activation is important…) SES (Seems Important, but… see Dorothy Lee…) Take a Break! (Important, but…our study of leisure…) Even In class… but not in 203? Check the “Summer Vacation” links on the class WEB Site

  45. Some leisure activities… Sternberg’s Triarchic Theory Of Intelligence -Analytic -Creative -Practical Components

  46. MI Your trajectory here at the Faculty of Education And Gardner’s theory of Multiple Intelligences

  47. Little Vacations A coffee break! Take the kids “outside” Take a break! A walk A virtual break A trip home Get a good book to read

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