Providing Visual Instructional Plans - (Chapter 7)
Visit BCTAL 901. View the wall above the whiteboard. Google "visual instructional plans" or "graphic organizers" in google images. After perusing the multitude of examples, select two that you like. On the padlet below, indicate your name, the name of the VIP, and describe what it would be used for.
Thursday, April 6, 2017
Sunday, April 2, 2017
Praise, Prompt and Leave (Chapters 5 and 6)
Due: Friday, April 7, 2017
After reading Chapters 5 and 6 in Tools for Teaching by Fred Jones, add your comment to the following prompt on this post, not your blog. (Note: You must be logged into your Google account to comment.)
You've been there. You've prepared a lesson, "bopped 'til you dropped", then had the helpless handraisers give you a workout. During the guided practice portion of the lesson you had the feeling of exasperation - muscles tensing and a bit of adrenaline flowing - the sinking feeling as you felt like your lesson was a wreck as your students continually asked for help.
Jones says that when we learn something with multiple steps or levels, it does not go into our long term memory. Thus, it is not unusual for students to get "stuck" when doing guided practice for information with multiple steps, levels or layers. His procedure for teachers to give corrective feedback to a student involves finding out where the student got lost and concisely explaining what they need to do next, nothing more. In his words, "be clear, be brief, be gone."
Will this model be useful for you in your field site classroom? What concerns do you have about using it? Do you think that this will change the behavior of your "helpless handraisers?'
After reading Chapters 5 and 6 in Tools for Teaching by Fred Jones, add your comment to the following prompt on this post, not your blog. (Note: You must be logged into your Google account to comment.)
You've been there. You've prepared a lesson, "bopped 'til you dropped", then had the helpless handraisers give you a workout. During the guided practice portion of the lesson you had the feeling of exasperation - muscles tensing and a bit of adrenaline flowing - the sinking feeling as you felt like your lesson was a wreck as your students continually asked for help. Jones says that when we learn something with multiple steps or levels, it does not go into our long term memory. Thus, it is not unusual for students to get "stuck" when doing guided practice for information with multiple steps, levels or layers. His procedure for teachers to give corrective feedback to a student involves finding out where the student got lost and concisely explaining what they need to do next, nothing more. In his words, "be clear, be brief, be gone."
Will this model be useful for you in your field site classroom? What concerns do you have about using it? Do you think that this will change the behavior of your "helpless handraisers?'
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