Sta Teresa College_GlenMangali.pdf

21st Century Educators: Leaders of Innovation Towards Holistic Growth Prof. Glen R. Mangali

Topic Outline 1.

Characteristics of the 21st Century Teachers

2.

Lesson Planning

3.

Managing the classroom

4.

Characteristics of the 21st Century Classroom

5.

Technology Integration

House Rules u Sit

up, listen and heads up.

u Be

an active participant and not as spectator/observer

u Be

open for new leaning

What do you need? uA

piece of paper/notebook/ipad/tablet

u Pencil/

Ball pen

u Suggested

printed material

What is the difference st th of 21 Century from 20 Century students?

20th Century students

21st Century students

In THINK-PAIR-SHARE, give expression to the graphics by writing five differences between between 20th century and 21st century teaching.

20th Century

21st century

FOCUS

On teaching and student achievement

On process of learning and activities of mental

INTELLIGENCE

One-dimensional/ single view ( linguistic, mathematical and logical) Looked at deficits and deviances

Pluralistic view. ( Multiple Intelligence)

DIVERSITY

Looked at capabilities and potentialities

Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14

CURRICULUM

EVALUATION

20th Century A core curriculum, a set of facts that everybody should know with very few electives

Students are tracked, labelled, categorized, evaluated, promoted, denied and rejected along the lines of IQ and paper and pencil tests

21st century A variety of strategies that make use of multiple intelligences. Multi-modal teaching approach. Learner-centered. Global Students’ other gifts are recognized. Other ways of assessment and evaluation are considered.

Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14

IC “I control” Philosophy Core Principles Evaluation

Climate Evaluation

I Pu “I pursue”

IE “I explore” Features Tools

Qualities of a Teacher Values I Pr “ I preserve”

The Brain Map: Personalized Education Program IC “I control” Fundamentally based on Christian humanism ( Christ is the model of human life) Curriculum is centered on the person rather than on the curriculum to be taught

IE “I explore” Each student is allowed to develop and to accomplished objectives at a pace suited to individual ability and the characteristics of his/her personality.

I Pu “I pursue” I Pr “ I preserve” Process of building a person Individual care and concern for each holistically by addressing his cognitive, person affective and psychomotor needs A deep and reverential valuing of the dignity of every educand in his/her concrete circumstance and conditions

st 21

Century Teacher ON Focus, Intelligence, Diversity and Curriculum

FOCUS

21st century On process of learning and activities of mental

INTELLIGENCE

Pluralistic view. ( Multiple Intelligence)

DIVERSITY

Looked at capabilities and potentialities

CURRICULUM

A variety of strategies that make use of multiple intelligences. Multi-modal teaching approach. Learner-centered. Global

Activity 1 u Choose

one instructional strategy that you can use in your subject which can be differentiated to the different kinds of leaners ( slow, average, fast). Write your work in MS PowerPoint or on Manila Paper. Be ready for your presentation.

The characteristics and traits of students are fundamental for the success of delivering the lessons and managing the class.

It’s not about YOU, it’s about THEM.

Part 2 1. Lesson

Planning

2. Managing

the Physical Environment

3. Managing

the Psycho-Social Environment of the

K to 12.

Let’s do this Close your eyes and think back to when you were a student; maybe you were one of many in a single classroom. In a minute, answer this:

When did you feel that you were just not learning anything? List your ideas on a piece of paper.

Are any of these reasons on your list? u The

lessons, lectures, or activities are not clear to the students.

u The

teacher appears to be unenthusiastic or bored.

u The

teaching method is boring.

u The

examples used in class do not help the students to understand or apply the concepts being taught in a practical manner. The examples have no meaning.

u Important

points are not emphasized, and main ideas are not summarized.

Do any of these reasons characterize the way you teach?

Lesson Planning u We

will not discuss how to make a lesson plan BUT will discuss how to Create an EFFECTIVE lesson plans

How many here are Dog lover?

•The National Cancer Institute aims to eliminate the suffering and death caused by cancer by 2015. • Scientists have made great advances in understanding what cancer cells can do, but translating this knowledge into saving lives has been slow.

• Rodents are favorite research models, but cancer treatments that work in rats and mice usually fail in humans. •

More than 1/3 of U.S. households include dogs, and four million of these dogs will be diagnosed with cancer this year.

• Oncologists hope to better understand and treat human cancers by studying cancer in dogs. • Understanding the resemblances and differences between the cancers of humans and dogs may lead to: ♦ ♦

better cancer treatments improved dosage of anti-cancer drugs

cancer prevention

♦

Source: Scientific American Current Issues in Biology Volume 5

Thinking about effective lesson plans… 1. 2. 3. 4. 5.

“Attention Getters” (anticipatory set) Objectives Instructional strategies Appropriate technologies Assessments

1. Attention getters (anticipatory sets) u “Setting (1)Create

the stage” for engagement

“disequilibrium”

(2)Connect

with students

(3)Provide opportunities

for students to immediately engage the

content How have you experienced these three? •

Disequilibrium: Favor or not favor in the use of dog for experimentation?

•

Connect with students: “What is my stand?”

•

Immediate engagement: Journaling with accessible questions

2. Objectives 1.

Identify relevant standards

2.

Transform standards for students: 1.

Describe what needs to happen to meet expectations

2.

Help students identify what is important

3.

Specify (and differentiate) knowledge and learning skills

3. Instructional Strategies 1. 2. 3.

What am I asking my students to learn? (i.e. content) How much prior domain knowledge do my students possess? (pre-assessment) How am I asking my students to learn? (i.e. process of learning) 1. Developmentally appropriate? 2. Embed skill building activities?

3. Instructional Strategies Total Processing Space in Working Memory (short-term memory)

Operating Space

Storage Space

4.Technologies u How

can technologies be used to enhance students’ ability to meet learning objectives? uSimulations? uSmartBoards? uScavenger Hunt? uiPads? uAdventure Learning?

5. ASSESSMENT l Backward

design l Transparency of expectations l Valid assessments l Accommodate diverse learners

5. ASSESSMENT u What

type of formal/informal assessments have you

seen? u What

types of assessments are particularly useful for a teacher and a student?

u ASSESSMENT u Exit

for, of, as learning.

cards (“one thing you learned today” and/or answer to a question); journaling (two-minute summary; one question that student has at end of class); thumbs up/down; anonymous response via clickers;

5. ASSESSMENT

Summary FOCUS

21st century On process of learning and activities of mental

INTELLIGENCE

Pluralistic view ( Multiple Intelligence)

DIVERSITY

Looked at capabilities and potentialities

CURRICULUM

A variety of strategies;Multi-modal teaching approach; Learner-centered. Global Students’ other gifts are recognized. Other ways of assessment and evaluation are considered.

EVALUATION

Summary Characteristics of an Effective Lesson 1. “Attention Getters” (anticipatory set) 2. Objectives 3. Instructional strategies 4. Appropriate technologies 5. Assessments

7E’s of Lesson Planning

1. Elicit

Post its Traffic light confidence at start

Show me boards What I I Know learnt

What I want What

Think pair share Games

to know

Dominoes KWL boards

True or false

Multiple choice

2. Engage tasks Video clips

BIG question

Demonstration

Stimulating image

3. Explore

Problem solving Practical activities

Research activities

Information retrieval

4. Explain

5. Elaborate and extend Level assessed task

Role play Application of knowledge Demonstrates learning

Conclusions or reports

6. Evaluate tasks What I What I want What I Know to know learnt

Traffic light confidence KWL boards

Self and peer assessment Target setting

Learning journals

Men in the tree

What I knew

Show me boards

What I have learnt

Thumbs

What I want to know next

Learning Pyramid

Mind map

PLTS ( Personal Learning and Thinking Skills) Independent enquirer (IE) 2. Team Workers (TW) 1.

Effective Participant (EP) 4. Self Manager(SM) 3.

Reflective Learner(RF) 6. Critical Thinker(CT) 5.

LESSON:

PERIOD:

GROUP:

DATE:

@HThompson 1982

time

Th e B IG P ic tu r e

What do they already know?

TW

EP

IE SM

RL

CT

LITERACY:

Why is this lesson interesting?

How much progress have they made?

ICT:

NUMERACY:

What can they find out?

Why is like that? Teacher input to formalise concept

How can they apply this? Demonstrate learning

LESSON:

PERIOD:

GROUP:

DATE:

@HThompson

Th e B IG P ic tu r e Explain the extent your evidence supports the conclusion that the unknown substance is an element.

To

.

Describe the evidence of a chemical reaction that you observed/ Explain what happened to mass and how this supports or doesn’t support that the substance is an element. Apply your understanding to another example and make predictions based on your knowledge

• • • • • • •

4 x greenium powder, 4 x balances Spatulars Clay triangles, tripods, bunsens Crucibles and lids Tongs DEMO: Limewater, delivery tube acid, boiling tubes x 2, test tube rackl

What do they already know?

TW 5

True and False statements about elements and not elements. Students have to decide whether the statements are true or false..

TW

EP

IE

SM

RL

CT

Why is this lesson interesting?

EP

Atom, element, reactive, carbon dioxide, decompose, copper oxide, copper carbonate, rearrange

ICT:

SAFETY: Heating safety precautions, use goggles, do not touch hot objects

NUMERACY: Subtraction

5 What can they find out?

20

How much progress have they made?

RT

3

TM

Is greenium an element? How do you know? Why did it lose mass? What might have happened?

By outcome of level assessed task, directed questioning LITERACY: Key word and sentence level

Take feedback. Direct questions to discuss. Introduce and set the scene. Need to work out whether greenium is an element.

Differentiation

Quick demonstration. Students are going to heat greenium to see if it gains or loses mass on heating. Work in pairs Circulate to check understanding and discuss obs.

Why is like that? Teacher input to formalise concept

EP 5

Use PowerPoint to discuss findings, Ask key questions. Demonstrate that greenium is not a element because it gives off a gas. Discuss,

Swap answers, Students mark each others work and then level it. They should come up with a WWW and an EBI. Share with the class.

How can they apply this? Demonstrate learning

IE 15

Students complete the questions from the level assessed task to explain their findings. . Apply to new situations.

The level 7 question will extend students understanding of key ideas. 5

Sample Instructional Plan ( iPlan)

Think-Pair-Share ( In 15 minutes) 1.

2. 3.

Attention Getters” (anticipatory set), Objectives, Instructional strategies, Appropriate technologies, and Assessments are components in developing effective lesson plan. Identify one component that you currently need help or support. Ask your partner to suggest possible way/s that she/he does to improve this particular component. How will you use the 7e’s in lesson planning in your respective subject expertise? Cite practical ways. Differentiated can be applicable in content, process and product. Cite possible way on how will you use differentiated instruction this month. You can only focus on content only, process only or product only.

Break out group u In

a group of five members ( same subject expertise), create a lesson plan using 7E’s format or Iplan. Remember the characteristics of the 21st Century Students and Differentiated Instruction.

u Have u Each

the group critique your work.

department should choose one (1) output and identify representative(s) to present their work. (Optional)

Managing the Physical Environment

The Classroom Environment u Virtually all of us have little to no control over how many students we must teach. u However, we do have control over the classroom environment in which they learn. u This is very important, since this environment affects how well your students can learn.

The Classroom Environment How am I going to manage them all? Actually, this question highlights one of the most critical aspects of working in large classes, namely, managing the classroom’s environment so that it is a comfortable space in which to teach and learn.

The Classroom Environment u The

classroom environment encompasses the physical environment – including learning resources for lessons – as well as the psycho-social environment

u Promote

learning as a community to reduce the feeling of crowdedness and to deal effectively with misbehaviour.

u Your

ability to create well-managed physical and psycho-social environments can make the difference between a calm and functioning classroom and a classroom in chaos.

Organizing the physical environment

Organizing the physical environment u Ideally,

a class is held in a bright, clean, well-equipped room that accommodates every student comfortably and allows them to move around and work well either individually or in groups.

u To

encourage active learning and student involvement, seats are arranged so students can see each other as well as the teacher.

Ideal 21st Centruy Classroom

Classroom in the Philippines

Characteristics of a Century Classroom

st 21

Characteristics of a 21st Century Classroom 1. Student-centric: u students

play an active role in their

learning u students

think critically and teacher act as a resource

u put

students’ interests first and are focused on each student’s needs, abilities and learning styles.

Characteristics of a 21st Century Classroom 2. Computing devices: u Computers are readily available u means to conduct online research and master the technology skills they need u assist in teaching and learning and make them more engaging and effective.

Characteristics of a 21st Century Classroom 3.Active learning: u students are actively engaged in what they learn. u working in groups or on computers and complete projects u learn actively by talking and listening, writing, reading and reflecting.

Characteristics of a 21st Century Classroom 4. Adaptive learning: u students

of different types of learning abilities u gives students the freedom to learn at their own pace and in the way they are most comfortable with.

Characteristics of a 21st Century Classroom

5. Invitational environment: u The

classrooms should not be cramped or overcrowded.

u basic

material required for teaching such as, interactive whiteboards and LCD projectors.

u BYOD

(Bring-Your-Own-Device) can be adopted

u Teaching

with technological material is more effective, stimulates student engagement

Characteristics of a 21st Century Classroom 6. Students understand and follow the rules and procedures: u The

learning environment is carefully planned and well-organized.

u Class

rules, procedures, and notices of upcoming activities are posted in convenient places to help students stay on track.

Characteristics of a 21st Century Classroom 6. Students understand and follow the rules and procedures: u Students

are constantly encouraged to remind them of their goals and responsibilities.

u They

follow class routines and understand what they are expected to achieve each day and how they are to go about it.

u Ex.

Posting of objectives etc.

Characteristics of a 21st Century Classroom 7. Mutual respect: u respect

for each other.

u encourage

students to speak with confidence and value their opinions.

u In

a well-disciplined environment, students should also co-operate with and respect their classmates.

u Ex.

Food rich in protein

Characteristics of a 21st Century Classroom 8. Students take responsibility of their learning: u become responsible for their learning. u Self-directed students u employ a variety of strategies to promote responsible decision-making Ex. Setting goal(index card)

Characteristics of a 21st Century Classroom 9.Performance-based assessments: u Regular performance-based assessments through various methods u utilize

projects s and performances as assessments u Assessments are tailored to the abilities and needs of the students. u Ex. Documentary; Demonstration; Field Demo

Characteristics of a 21st Century Classroom 10. Collaborative learning: u Teaching and learning in isolation are very restrictive and hinder progress. u Learning in groups enhances the scope of learning and develops critical thinking.

Characteristics of a 21st Century Classroom 10. Collaborative learning: u collaborative writing, group projects, joint problem solving, debates and more. u Technology plays a big role in developing all of these characteristics for modern classrooms.

TIPS in organizing classroom in the Philippines 1. Maximize classroom space. u create

a physical space that makes them comfortable and want to enter into a discussion or group situation.

u consider

removing unnecessary furniture to reduce the feeling of overcrowding and to facilitate movement.

TIPS in organizing classroom in the Philippines 1. Maximize classroom space. u If

you really don’t need a large teacher’s desk, ask for a small one.

u Instead

of desks or chairs for students, consider using mats or rugs

u Convert u use

the classroom

the chalkboards for planning, discussing ideas, problem solving,

TIPS in organizing classroom in the Philippines 1. Maximize classroom space. u Store

books, instructional materials and teaching tools so that they can be obtained and put away easily

u If

certain items take up too much space, such as worktables, remove them from the classroom

u Just

bring the essential teaching material only.

TIPS in organizing classroom in the Philippines 2. Facilitate movement. u Develop

plans in advance for how students can best enter and exit the classroom (ex. students who sit in the back of the classroom can enter first)

u Plan

in advance how you will change the classroom arrangement

u Plan

on how routine activities such as handing out written assignments

TIPS in organizing classroom in the Philippines 2. Facilitate movement. u Plan

on how routine activities will be conducted, such as handing out written assignments and then handing them back to students after grading.

u Also

plan so that your students’ individual needs can be met, such as when they need to sharpen their pencils or to get supplies for learning.

TIPS in organizing classroom in the Philippines 3. Use space outside of the classroom. u Look

around your school, identify good areas for learning, and incorporate them into your lesson plans.

u Ex.

geometric shapes, vector; projectile motion;

u Remember:

Monitor their progress!

TIPS in organizing classroom in the Philippines 4. Display student work creatively. u Space u work

is needed to display student work. can be hung on a classroom wall

u Decorating

the room with student work

TIPS in organizing classroom in the Philippines 5. Involve your students u develop

a sense of responsibility.

u They

can hang up student work, create bulletin boards, and put away instructional materials at the end of each lesson.

u Students

can also be helpful in solving space problems. When a problem occurs, such as students bumping into each other or inadequate seating space, ask them to suggest solutions.

TIPS in organizing classroom in the Philippines 5. Involve your students u It

is important to remember that what makes you feel comfortable may not be the same as what makes your students feel comfortable.

u

At the beginning of the year, organize your classroom, and then ask your students if they are comfortable with it.

Infographic

Break out group u Each

year level(various disciplines) is encourage to do any of the option below. u A.

Evaluate your current classroom and create a digital infographic for the next 3 school years ( SY 2016-2019) that you can follow. Be specific on the progress that your group would like to follow per year. Inside and outside space of the classroom should be included.

u B.

Evaluate your current classroom. Using the 10 characteristics of 21st Century classroom, suggest ways on how each can be included in your current classroom. You can present your work in tabular form but not limited to that. Be creative as possible.

Building the Psychosocial Environment

Building the Psycho-social Environment uA

classroom is often called a “learning community.”

u It

is that place within your school :

u where

you and your students can be found regularly

u where

everyone hopefully knows everyone else

u which

everyone works together – teacher and students alike – to learn new things about the world.

First Day of School

Building the Psycho-social Environment u it

is very important to create a sense of community

u shows

your interest in and accessibility to students and which encourages your students to learn about you and participate in the learning process.

u The

goal is to get you and your students to better understand each other.

u Creating

this sense of community and its positive psycho-social environment can motivate your students to learn, get them involved, and help them to

13 Ways in Creating a Positive Psycho-social Environment 1. Make

a large class feel small.

u Many

teachers try to make a large class small by treating it as such.

u Remember:

students may not mind being in a large class as much as you do.

u Teachers

students.

come to class early to talk to

13 Ways in Creating a Positive Psycho-social Environment 2. Temporarily reduce class size. u During

the first two or three days of the new school calendar, some teachers intentionally reduce the size of their classes.

u Ex.

Splitting the class to know your students

13 Ways in Creating a Positive Psycho-social Environment 3. Know your students – match names with faces. u learning

your students’ names is the first step in creating a comfortable classroom that will encourage student participation.

u It

also shows students that you are interested in them as individuals.

13 Ways in Creating a Positive Psycho-social Environment

3. Know your students – match names with faces. u

Fortunately, there are many simple ways for learning students’ names and getting to know them: u Make

a seating chart

u Take

photographs or have students draw pictures

u Use u

name cards and tags

Use introductions.

u Actively

take attendance.

13 Ways in Creating a Positive Psycho-social Environment

3. Know your students – match names with faces. u Memorize u Use

“cues.”

u Creatively u Involve u Break u Use

use classtime

students

class into small groups.

“cues.”

13 Ways in Creating a Positive Psycho-social Environment 4. Conduct interactive “getting to know you” activities

13 Ways in Creating a Positive Psycho-social Environment 5 . Create student profiles. In large classes, teachers need an effective way to learn about their students’ lives outside of the classroom so if learning problems arise, they can help the student as much as possible.

13 Ways in Creating a Positive Psycho-social Environment 6. Be personal. u Personalizing

a large class means presenting yourself “as a person” to your students, not simply their “teacher.”

u You

are showing them how much you want to know about them, as well as how much you want them to know about you.

u While

it is not necessary to share very personal information with your students,

13 Ways in Creating a Positive Psycho-social Environment 7. Allow students to express themselves. u Giving

each student the chance to talk in class during the first two or three weeks of school

u Remember:

the longer a student goes without speaking in class, the more difficult it will be for him or her to contribute, and you will lose a valuable opportunity to learn just what they have learned.

13 Ways in Creating a Positive Psycho-social Environment 8. Encourage questions and comments. u

Some teachers actually do not like students to ask questions because they feel it threatens their authority.

u

Questions, however, are a valuable means of getting feedback on what your students are learning, what they are having difficulty with, and how you can make your teaching more meaningful - and enjoyable - for you and your students.

u

Ex. Hot Seat

13 Ways in Creating a Positive Psycho-social Environment 9. Acknowledge difficult concepts and anticipate difficulties. u

Students in large classes may not want to ask or answer questions because they fear showing others that they don’t understand the concept that you are teaching. They have not mastered it.

u

To help them overcome their fear, admit that it is difficult to understand material for the first time.

13 Ways in Creating a Positive Psycho-social Environment Remember: By acknowledging difficulty and taking steps to prevent it, the risk of belittling students or embarrassing them in front of others will be reduced

13 Ways in Creating a Positive Psycho-social Environment 10. Be available. u

One of the biggest disadvantages of large classes is the high student-teacher ratio.

u

One way to combat this problem is to be available to students before and after class.

u

Before class, you might walk around the school grounds or around the classroom and ask students how they are feeling that day.

13 Ways in Creating a Positive Psycho-social Environment u

Remember: The more approachable you are in terms of your manner and genuine interest in your students, the more likely students will be comfortable in seeing you, in talking with you, and in listening to you in a large class setting.

13 Ways in Creating a Positive Psycho-social Environment 11. Pay attention to individual students. u

A large class is different from a small one in terms of the increased number of students who need your attention.

u This

problem can be dealt with in many ways, such as tracking students’ progress by reviewing their attendance, their performance on exams and homework

u Ex.

Goal Setting and Class Record

13 Ways in Creating a Positive Psycho-social Environment 11. Pay attention to individual students. u focus

your attention on a smaller group of students who need you the most

u If

you notice an abrupt change in the behaviour or learning performance of a student, you might have an individual conference with him or her.

u Be

sure to ask about the student’s home life, since it can also affect their performance.

13 Ways in Creating a Positive Psycho-social Environment 12. Establish reasonable rules for student behaviour. u Students

need to know the limits, as well as how to behave with others and respect their rights.

u Explain

your rules early on and stress the value of cooperation and consideration.

13 Ways in Creating a Positive Psycho-social Environment 12. Establish reasonable rules for student behaviour. u General

guidelines for developing rules include the following: a. Involve your students in developing classroom rules. b. Have your students develop a “classroom constitution” or “classroom policy board” Misbehaviour is less likely to occur if a student makes a commitment to avoid breaking the rules and to engage in other, more desirable behaviours.

13 Ways in Creating a Positive Psycho-social Environment 12. Establish reasonable rules for student behaviour. u General

guidelines for developing rules include the following: c. Make only a few rules that emphasize appropriate behaviour; neither you nor your students will remember a long list. Ex. “Keep your hands and feet to yourself” is clearer, and sends a more positive message than “no fighting.”

13 Ways in Creating a Positive Psycho-social Environment

12. Establish reasonable rules for student behaviour. u General

guidelines for developing rules include the following: d. Consider making rules or setting expectations for the following issues in order to create a smoothly functioning classroom: (1) beginning and ending the period or day, including how attendance will be taken and what students may or may not do during these times; (2) use of materials and equipment;

13 Ways in Creating a Positive Psycho-social Environment 12. Establish reasonable rules for student behaviour. u General

guidelines for developing rules include the following: (c) how to ask permission for unexpected needs (such as going to the toilet or sharpening a pencil); (d) seatwork and independent group work procedures; and (e) how students are to ask or answer questions.

13 Ways in Creating a Positive Psycho-social Environment 12. Establish reasonable rules for student behaviour. u General

guidelines for developing rules include the following: e. Choose rules that make the classroom environment orderly and promote successful learning. Do not develop classroom rules that you are unwilling, or are unable, to enforce consistently.

13 Ways in Creating a Positive Psycho-social Environment 13. Use positive discipline techniques. u

Students in class will misbehave and violate rules, no matter if the class is large or small.

u It

is a normal part of their development and not a reflection on you.

u Ex.

Corporal punishment -no set rules or routines.

13 Ways in Creating a Positive Psycho-social Environment 13. Use positive discipline techniques. u

The students do not know what is expected of them and the consequences for misbehaving; and the teacher did not take the time to build a positive relationship with the students so they would want to be good.

u

Using the threat of physical violence, however, does not encourage students to learn from the teacher, only to fear him or her. It also destroys the classroom’s psycho-social environment. Moreover, corporal punishment is a violation of human rights, and in many countries it is illegal

13 Ways in Creating a Positive Psycho-social Environment 13. Use positive discipline techniques. u

While corporal punishment is meant to control a student’s behaviour, positive discipline is meant to develop a student’s behaviour, especially in matters of conduct.

u

Rather than corporal punishment, there are many positive discipline techniques that can be used.

13 Ways in Creating a Positive Psycho-social Environment 13. Use positive discipline techniques.

Following is a list of positive disciplinary actions that you can take to guide students whose misbehaviour is demanding attention. u

Catch them being good; praise them when they are not seeking attention and misbehaving.

u

Ignore the behaviour when possible, giving the student positive attention during pleasant times.

13 Ways in Creating a Positive Psycho-social Environment 13. Use positive discipline techniques. u

Teach them to ask for attention (for instance, make “notice me, please” cards that they raise when they have a question).

u

Give them a stern “eye” (look), but do not speak.

u

Stand close by rather than far away (there’s no need for attention- getting behaviours if you are standing next to them).

13 Ways in Creating a Positive Psycho-social Environment 13. Use positive discipline techniques. u

Target-Stop-Do; that is, target the student by name, identify the behaviour to be stopped, tell the student what he is expected to do at that moment, let him make the decision about what he does next and its consequences.

u

Do the unexpected, such as turn the lights off, play a musical sound, lower your voice, change your voice, talk to the wall.

u

Distract the student, such as ask a direct question, ask a favour, give choices, and change the activity.

Sample House Rules

Break out group u In

a group of five members ( same grade level), write 10 house rules that you would like to implement this school year. You may write on Manila Paper or in Digital Format for presentation.

u Suggest

five practical steps that you will follow to promote a positive Psycho-social Environment in your own classroom.

What is technology?

Teachnology

What is technology? 1.the application of scientific knowledge for practical purposes, especially in industry. 2."advances in computer technology" 3.machinery and equipment developed from the application of scientific knowledge. 4.the branch of knowledge dealing with engineering or applied sciences. - Google

Is it a science fiction?

Presented by: Mr. Lester A. Mirabueno

Hololens

u Despite

widespread use of technology by scientists across many disciplines, computers and network technologies are often underutilized and poorly integrated into core science education activities in k-16 classroom.

Technology u “Clearly

it is now possible for more people than ever to collaborate and compete in real time with more other people on more different kinds of work from more different corners of the planet and on a more equal footing than at any previous time in the history of the world-using computers, email, networks, teleconferencing and dynamic new software” Friedman,2005,p.8

Technology u

Technology is continuously changing and becoming more accessible and easier to use

u

Technology is a tool that can be utilized by teachers to improve practice

u

Integration of Technology to Education

u

Reasons why technology is not used to its fullest u Lack

of funding or resources

u Lack

of educators training tools

u Educators’ uA

apprehension or misunderstanding of tools

continually changing field of technology

5. Technology Effective use of Technology u Technology

in a planning process is like oil in

the gears u It

may liven up the entire process or make it run more smoothly

u Technical

efficient

tools are use to make the work more

Technology Available Technology Tools 1.

Physical Tools ( Camera, video recorders, scanners, clickers, smartboard, OHP, telephone, computer)

2.

Supportive Computer Programs ( Software application: word processing, spreadsheet programs, data analysis, email)

3.

Educational Programs (Educational software: Simulation/Model building)

Technology Available Technology Tools 4. Interactive Platforms (Online tool that promote communication. Collaboration, discussion and sharing: Facebook and Youtube)

uWhat

is meant by appropriate use of technology?

u Scientists

utilize technology for many scientific purposes involving working and developing both science content and scientific reasoning skills

u Similarly, students’

experiences with technology in science classrooms have resulted in productive use of technology for both content and reasoning in the form of modeling, data analysis and data representation (Gobert & Pallant, 2004)

u Is

our educational system geared towards innovation?

u Do

we want an 18th-century model or a 21stcentury model for our school?

u The

18th-century model is the one we have now….

u The

ed-tech community loves the term “integration”. But our school need transformation not integration “, -(NSTA Reports, 2000, p.1)

Audience/Knowledge u Digital

Resource is designed for a general audience to serve a range of possible roles Ex. Full NASA article on the NASA website

u Cognitive

tool is designed for a specific audience and focused on a particular knowledge goal. Ex. BioKIDS of CyberTracker

NASA WEBSITE

BIOKIDS

E-learning for kids

GENYO e-learning

Learning Activities u Digital

Resources do not specify how a particular resource is to be used for learning.

u Cognitive

Tools are designed to be used in particular ways to achieve particular goals.

Learning Performances u Digital

Resources also do not specify the kinds of products learners produce as a result of working with the digital resource

u Cognitive

Tools can be examined and evaluated, as well as compared with the original predictions about audience and learning goals.

Transformation of Digital Resources to Cognitive Tools

Potential transformation of digital resources into cognitive tools Technological tool via the cognitive tools framework involves an examination relative to three dimensions of the learning experience 1. Target Audience and Learning Goals 2. the identification of specific learning activities that are performed with the digital resource 3. the articulation of particular learning outcomes, such as student performances that are produced as a result of use of the technology within the particular learning context

1. Start with Digital Resource E.g. Web-Based Information for Scientists

5. Complete Cycle Examine performances to audience and desired goals

2. Examine Audience/Knowledge Select key components that suit audience and goals

4. Examine Performances Examine what audience produces through activities

3. Create/Revise Learning Activities Design activities to foster desired goals with target audience

Why is technology important in the classroom?

Learning Dimensions and Their Associated Technologies Learning Dimensions

Associated Technologies

Learners think critically about science ideas and/or compare with real life conditions

Modeling, simulation and visualization tools

Learners critically evaluate and communicate scientific ideas

Online critique and discussion resources

Learners formulate knowledge such as scientific explanations from evidence

Online scaffolding tools

Learners using appropriate tools to gather, analyze and interpret data

Computer-based data collection analysis

Ways on how I use technology in teaching

In communication

Integrating Technology in Teaching

In Assessing Learning

In diverse learners

Five ways to improve your teaching u Reflect

(Dialogue with Yourself through a Teaching Log) u Solicit Feedback from Your Students u Dialogue with Faculty and Peers u Seek Outside Consultation

BOTTOM LINE: CHANGE YOUR PERSPECTIVE.

DO NOT ALLOW ANYONE TO PUT LABEL ON YOU.

Being a Teacher is not easy. The story of my friend.

Psalm 139:14 “I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well”

Romans 12:2 Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approved what God’s will is-his good, pleasing and perfect will.

BOTTOM LINE: CHANGE YOUR PERSPECTIVE.

If we only have the right perspectives, we will have the right view in teaching and learning.

Thank you for listening and participating Prof. Glen R. Mangali Colegio de San Juan de Letran La Salle College Antipolo

If we only have the right perspectives, we will have the right view in teaching and learning. -Glen Mangali-

Thank you for listening and God bless Glen R. Mangali [email protected] [email protected] Website: https://sites.google.com/site/glenmangali/ Fan Page Type Glen Rodriguez Mangali, lives in Antipolo City, Teacher. Then “Like” the page.