Nick


 * __9/27__**

Song and video clip in case they don't load. Avett Brothers - Incomplete and Insecure Good Will Hunting Differentiated Instruction [|Dead Poet's Society - Rip it out] Why do we need differentiated instruction? What students are left out by traditional teaching methods? Moral Development Clip Kohlberg [|Little Mermaid] What stages of Kohlberg's moral development can you observe in this clip? Start at 5:15 - 6:45
 * 9/20**


 * 9/13**

__Jean Piaget __ Stages of Cognitive Development

__[]__ (Piaget), [|__http://www.youtube.com/watch?v=LpYQH_T2FWM&feature=related__] (stages), [|__http://www.youtube.com/watch?v=-e3S8Z6j8CE__] (Montessori), __[]__ __[]__


 * 1) Conservation of Volume. Two glasses with same amount of water. One is poured into a larger container. The child no longer thinks the containers contain the same amount of water. Deductive reasoning- hammer against glass. When you hit something against glass it breaks. Child thinks feather will break glass. Theory of mind- Crayons and candles. Conservation of mass- pieces of chocolate broken up to give equal amounts.


 * 1)  Four stages: Sensorimotor stage: Hears siren, is upset, but doesn’t understand what it means
 * 2) Preoperationa stage: Hears siren, associates it with something bad, but doesn’t understand what it means
 * 3) Concrete Operational stage: Hears sirens, knows what it means, but couldn’t tell you why
 * 4) Formal Operational stage: Understands what it means, and can explain why one should react in a certain way. Abstract reasoning.


 * 1) Montessori story. Focus on doing and engaging students. Freedom pursue areas of interest. Holistic teaching addressing physical, social, spiritual and mental needs of students.
 * 2) Learning is something humans do naturally. Prepared environment allow students grow intellectually and emotionally at their own pace and choose their own activities without disrupting others.

5. Structure of the activity has an impact on performance. Individual vs. assisted performance and zone of proximal development. Working with other helps- not just from teachers, but peers as well. Unassisted performance doesn’t give a clear picture of what the child is capable of. Provide activities beyond what a child is capable of on his or her own.

__ ** Lev Vygotsky ** __ __[]__ __[]__ (scaffolding) __[]__ (ZPD)

BASIC information __[]__ Vygotsky - How do kids get acquire knowledge? Personal and social experience cannot be separated. Social environment impacts child’s learning. Zone of proximal development. Peers or teachers can aid a child through scaffolding. Social Constructivist approach to learning <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Piaget theory dominated 20th century, but Vygotsky social constructivist theories are gaining ground. <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Theory <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Children construct knowledge. Learning impacts development. Development cannot be separated from the social context. Language play a key roll in development. Having children share or express their experiences moves them towards becoming an independent learner. <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">SCAFFOLDING* <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Provides support during the initial learning steps, which then can be removed once the child has internalized the information. Example: guitar frets. <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Differentiation and Scaffolding (secondary) (benefits) <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Differentiate instruction based on students level. Provide ways for each student to access the material regardless of current skill set. Students taking what they already knew and applying it to a new context, instead of acquiring new skills and applying them. <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Primary Grades impact on a lifetime of learning (need for intellectual self-regulation) <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Learning as a shared activity. Planning important to take students through ZPD from assisted performance to independent performance. Scaffolding presupposes students are active participants in their learning processes. __[]__ (4 min, social constructivism link to Piaget) <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Learners create their own representations of knew information. Learning can lead development. Learning and development are intertwined. __[]__ (2 min, define ZPD and scaffolding) <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Testing what students can do with assistance gives a teacher more information on how to help a student learn. Example was with riding a bike. Student A could ride a bike with help. Student B could not. Different approaches must be taken in order to get both students to ride a bike by themselves. __[]__ (8 min, amusing) <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Ken Robinson calling for a change in our education system. Valuing creativity- new ideas that have merit. __[]__ (6 min, math lesson model on differentiation) <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Teachers adapt lessons to student differences. When to differentiate: student participation in class. Students who can’t pay attention or are finding ways to disrupt others. Allow all students a chance to be successful.

<span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Choice theory. <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px; margin-bottom: 6px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">The Ten Axioms of Choice Theory <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__
 * __<span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">William Glasser __**
 * 1) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">The only person whose behavior we can control is our own.
 * 2) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">All we can give another person is information.
 * 3) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">All long-lasting psychological problems are relationship problems.
 * 4) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">The problem relationship is always part of our present life.
 * 5) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.
 * 6) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">We can only satisfy our needs by satisfying the pictures in our Quality World.
 * 7) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">All we do is behave.
 * 8) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology.
 * 9) <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; line-height: 19px;">All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think.
 * 10)  All Total Behavior is designated by verbs and named by the part that is the most recognizable. [4]

<span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Clips <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Glasser himself <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Teaching choice theory to the world. Helpful habits. Working towards helpful choices. <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Reality Therapy <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Focus on personal responsibility, self evaluation and planning for change. Environment should play to enhancing these. Questioning process: What do you want? What are you doing to achieve this? Is it helping? What else can you do? <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Needs <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Psychological needs: Love and belonging family friends etc. Power: accomplishment achievement and competence. Freedom- choice expression and creativity. Fun- laughter, play and learning. <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Relates to Student Behavior <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__ <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Work with students. Establish student involvement. Focus on behavior. Student must take responsibility for their behavior. Evaluate their behavior. Develop a plan and commit to a plan. Follow up to plan. Class meeting and clear rules. <span style="font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">Song for fun <span style="color: #2c2cfb; font: normal normal normal 11px/normal 'Lucida Grande'; letter-spacing: 0px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">__[]__

__**Lawrence Kohlberg**__

Observations….how will you work with moral development? Recognizing which stages students are would be helpful in determining the best method to get students to accomplish goals and learn. Pre-conventional based methods would likely not be appropriate in a high school classroom. Also would be great to nudge students along to furthers stages in Kohlberg’s theory. Having them move on from peer pressure and law and order based morals to questioning society’s standards and developing their own.

<span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Brief Theory <span style="color: #2c2cfb; font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">__[]__ <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Pre-conventional- Kids learn fear of punishment/ obedience., self-interest. Usually occurs in early childhood. <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Post-conventional- Develop own ideas on important issues. Consider alternatives and ideas based on principles. Usually college years. <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Conventional- Teens learn to conform to others. Uphold rules and laws. Middle school.

<span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Theory more in depth <span style="color: #2c2cfb; font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">__[]__ <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">6 stages: <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">1. Pre-conventional: Punishment and obedience. Hard to reason with small children. <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">2. Instrument and relativity: Bribery. Reward. What do I get out of it? <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Conventional:
 * 1) <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px;"> Peer pressure. Desire to be accepted by the social group. What does the group think?
 * 2) <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px;"> Law and order. Your decisions are determined by the legal structure. If you behave in concordance with the law then you are good.
 * 3) <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px;"> Post-conventional: Have their own views but not entirely committed to their own. Willing to discuss them and compromise.
 * 4) <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px;">Solid in their own beliefs. MLK as example.

<span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">12 year old moral dilemma <span style="color: #2c2cfb; font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">__[]__ <span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Moral dilemma: Husband steals to get money/medicine to save dying wife. People at different stages in kohlberg’s theory.

<span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">another level, brief and it might introduce new vocabulary <span style="color: #2c2cfb; font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">__[]__

<span style="font: normal normal normal 12px/normal 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Consequentialism focuses on results of actions. Deontology stresses the requirement to act morally.

Constructivist Conversation and Observations

INTASC Standard

Seabiscuit

Week 1

Youtube.com: [], [], [] (nature v. nurture) Power Teaching Observation Task 1

College - Philosophy class and power teaching (whole brain teaching) [] What tools for engagement do you observe? What strategy for encoding does he use most? College – Aristotle’s Four Causes [] What do you perceive to be one of the essentials of power teaching from observing this clip? High School Math on Slope [] Make two more observations about the “essentials of power teaching” 6th Grade Math Class Operations [] How long does she talk before she expects the Ss to review? What role does positive reinforcement play here? 4/5th Grade Teacher is 11 years old here [] How does she outline “expectations” or “standards” for participation? How does she keep the discussion open ended? Critical Thinking Skills in 4th Grade [] What impact would this style of teaching make in the schools you have seen? [|**dixidwiki**] College - Philosophy class and power teaching (whole brain teaching) [] What tools for engagement do you observe? What strategy for encoding does he use most? College – Aristotle’s Four Causes [] What do you perceive to be one of the essentials of power teaching from observing this clip? High School Math on Slope [] Make two more observations about the “essentials of power teaching”

6th Grade Math Class Operations [] How long does she talk before she expects the Ss to review? What role does positive reinforcement play here? 4/5th Grade Teacher is 11 years old here [] How does she outline “expectations” or “standards” for participation? How does she keep the discussion open ended? Critical Thinking Skills in 4th Grade [] What impact would this style of teaching make in the schools you have seen?

College instruction on the Basics of Power Teaching [] What role do these elements play in this lesson? Humor Gestures Refocusing What is the most unique thing you see in this clip? Classroom Rules [] Compare and contrast the ways he presents the rules. What do you see? Smart Board and Mr. Howard [] Where can you find one of the boards to learn how to use them? Another lesson on Power Teaching [] Variety….is part of this method’s appeal. What does this method do for his “enthusiasm” and “creativity”?

You will have seen many more links to examples of Power Teaching. Find one and ask two questions for others to respond to after you view it.

Week 2