1. Classroom Environment - how we set up our classroom and what goes on in it.
The fear of failure is driving most students. In NZ, students can also be scared of success (tall poppy syndrome).
Develops in order (red, blue, and then green)
We also react to things in that order (1st panic, then reason). Can happen in reverse (eg unlocking your front door when the phone rings inside - suddenly panic and you fall apart trying to unlock the door).
25yrs old is when empathy develops (also
deteriorates with age).
Turning fear into fun - students who laugh more, lern more, Dr David Sousa.
If students take risks, thank them for taking the risk (whether right or wrong). Don't play 'guess the answer in the teacher's head'. Too stressful for students. When everyoe tries, say 'thank you' to each of them. Even after you've had the right answer, keep going, then when they've stopped say, 'let's go back an look at...' (with the answer you wanted).
2. Teacher Technique
Managing impulsivity (getting students to think before the event/answering).
Wait time:
The average teacher waits one second afte asking a question - not long enough to think. After one second, the teacher either calls on a student, moves on to another question or answers it themselves. Recommendation is to wait 8 - 10 seconds. Think, pair, share is good here.
3. Listening Sequence
Pause
Paraphrase
Probe
- Inquire
- Clarify
In activity, the music was put on loud - it made it harder to concentrate. We needed to adjust how we spoke (leaning forward, raising our voices, gestures, looking at the person); we need to teach students those strategies.
4. The Power of Langauge
Be aware of language - when we use good vocab, students use great language too.
Labeling thinking skills and processes (eg what is the meaning of compare and contrast (a lot of students don't know the differnce between the two words).
Teach the thingking words in from the curriculum document (eg verify, observe etc)
5. Thinking (metacognition): monitoring our thinking
Think Aloud Problem Solving:
6. Questioning and Problem Posing
Test for Mensa gets changed ever 10 years, because peope are becoming more intelligent
Questioning with intention
Unproductive questions:
seek verification,
are closed,
are rhetorical questions,
are defensive (why didn't you complete your homework?),
agreement questions
Productive questions:
Invitational questions (women lover tone, men quieten)
Plurals (eg. What are some of your goals? - easier to answer than what is one of your goals?)
Tentatives - what might be some factors that would cause....? What could...? What hunches....
Invitational stems - given what you know about....
Limiting presuppositions - why were you unsuccessful (assumes that you were unsuccessful)
Empowering presuppositions
Compose a question intended to invite thoughtful dialogue about a topic you may be teaching next week...
Criteria:
Invitation stems
Plurals
Tentative language
+ve presuppositions
As you reflect on this year, what are some of the ways you could approve your Berkley experience?
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