Nicolle

__ **Observations** __ Power Teaching Notes __**College - Philosophy class and power teaching (whole brain teaching)**__ What tools for engagement do you observe? Having students use silly phrases and actions such as “10 finger whoo!”, “wagging finger”, “Oh sweet mama I can’t wait for this”. The teacher also calls on individual students to reiterate concepts.

What strategy for encoding does he use most? Having students repeat back what the teacher just said and having students explain concepts to each other.

__**College – Aristotle’s Four Causes**__ What do you perceive to be one of the essentials of power teaching from observing this clip? Using physical motions when explaining a concept appears to be an essential of power teaching, as all of the students are doing this. The teacher has the students use “imaginary plastic triangles” to explain a concept. The students continue to do so whether they are explaining to each other or to the class.

__**High School Math on Slope**__ Make two more observations about the “essentials of power teaching” Using physical motions and hand gestures again proves to be essential to power teaching. This seems to help students retain the concepts. Another essential that was not shown in the college clips is awarding students points for engaging in power teaching.

__**6th Grade Math Class Operations**__ How long does she talk before she expects the Ss to review? The teacher first only talks for 30 seconds before asking students to review the ideas with each other. These short intervals are shown throughout the lesson.

What role does positive reinforcement play here? The teacher awards the class points for using gestures when explaining concepts to each other. She also asks students to show “how excited they are” when explaining to each other, creating a positive connection to learning for students.

__**4/5th Grade Teacher is 11 years old here**__ How does she outline “expectations” or “standards” for participation? She says to use hand gestures and excitement, but as she is doing so, she shows these qualities herself. She lets the class know that if they use lots of gesture and enthusiasm, they will get “extra credit”, but if they do not, they will get “dextra credit”. Ultimately, it seems that by exemplifying the expectations herself, she encourages students to.

How does she keep the discussion open ended? When students answer a question, she asks other students to feed off one another. Rather than taking each students’ response as a closed answer, they are discussing with each other. As the teacher creates links between their comments, the students begin to do so themselves.

__**Critical Thinking Skills in 4th Grade**__ What impact would this style of teaching make in the schools you have seen? I think that this teaching style as seen in the elementary or middle school examples would have a great affect in our schools because it makes students excited to learn and brings in an element of fun. What the students do not realize is they are also learning on a deeper level by being engaged and using physical movements. A modified version of these methods can be used in secondary classrooms, especially having students reiterate a concept to the class and to each other. The physical movements can also be used to help students retain concepts. However, in classroom, the power teaching may need to be more controlled, rather than the rambunctious activity we see in the elementary classroom.

Week 1 __**Teaching is Amazing!**__ -http://[|__www.youtube.com/watch?v=KftQowcOcYk__]// //Good teachers discover the natural gifts of pupil// //The teacher is a medium for life’s amazement// //Teachers awaken joy in creative expression and knowledge//

// __**It Only Takes One**__ -__http:__ //__[|__www.youtube.com/watch?v=9Xou8Ns0pXQ&NR=1__]__
 * Little boy throwing starfish back into the ocean and old man tell him that there are so many starfish, the little boy cannot make a difference
 * statistics about alcohol and drug use in students
 * eating disorders, dropout rates, teen pregnancy rates
 * making a difference for just one starfish (student) and the effects that one student can have on the world

__**Education World**__ -__http://www.educationworld.com/a_curr/virtualwkshp/virtualwkshp004.shtml__
 * curriculum mapping is a 7 step process
 * “Curriculum maps are records of //implemented// instruction...”
 * Knox County High School Science 9th Grade Curriculum Map
 * [|__http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Teaching+Tools/Curriculum+Maps/Knox+County+High+School+Science+Curriculum+Map.htm__]

Week 2 __**What Kind of Teacher Will You Be Today?**__ -[|__http://www.youtube.com/watch?v=OHOdiSUHjEc&feature=related__] Think about people in your life that you admire and their qualities, how you can cahnnel that into your classroom. As a teacher, we need to face our fears and hold students/self accountable. Teachers should demonstrate how students should treat each other.

__**Boldly Go Where No Teacher Has Gone Before**__ -__http://www.youtube.com/watch?v=b6cRDE_YwJ4&feature=related__ As a teacher we are a “guide” for our students. Elements that influence comprehension are: what the reader brings to the situation, the learning climate, and characteristics of the text. Collaboration with peers and professional development are encouraged for teachers to develop effective strategies.

__**Blooms Taxonomy and Lesson Planning**__ __[|**http://www.youtube.com/watch?v=LrKmM1cEffU&feature=related**]__ Anderson Revised Bloom’s Taxonomy when creating a lesson, ask what level of bloom’s taxonomy are you aiming for people to be at remembering, understand, apply, analyze, evaluate, create surface vs. deep learning Skills, knowledge, attitude- ask what you are trying to attain in each of these areas

__**Intro to Assessment and Bloom**__ __**http://www.youtube.com/watch?v=eZARe2_HQcA&NR=1**__ 3 domains of learning- cognitive, affective, psychomotor there are different levels of learning within each domain important that students work up the ladder of domains, from knowledge to evaluation

__**Vella’s Twelve Principles of Good Teaching**__ __**http://www.youtube.com/watch?v=fFYI_Qo8wpY&feature=related**__ safe environment is important, safe to suggest ideas, have open discussions, have respect developing sound relationships with and between learners praxis- linking theory and practice accountability- important for learners to be accountable

Week 3 [], lesson on martin luther king jr. promoting website with lesson plans, worksheets, teaching tools such as a vocab maze maker teacher resource website
 * __Martin Luther King Jr. Lesson Plans__**

__**Teaching, Writing & Books: How to Make a lesson Plan Book for Your Teacher**__ http://www.youtube.com/watch?v=IHh3DwycokM&feature=related Most teachers use a book/journal to create lesson plans Idea for a teacher gift is to make a crafty lesson plan book Decorate with photos, artwork, stickers, etc.

__**eHow Channel**__ __[]__ Cooking show to make portobello mushroom cheeseburger Cook explains reasons for steps, and visually demonstrates what she is describing Cook give background information and explanations for her actions Cook has good eye contact with the camera

Week 4 __**Khan Academy- Anatomy of a Neuron**__ http://www.khanacademy.org/video/anatomy-of-a-neuron?playlist=Biology -variation in voice, not monotone, easy listening, enthusiastic -visual representations paired with words helps different types of learners -uses common vocabulary, instead of overly complex words, helps students to understand and follow along easier -uses lots different colors for different parts of anatomy and labels -writes down name of parts of the neuron and functions -uses analogies -very simple drawing, would be well supplemented with a more detailed illustration and animations

__**6 Teaching Clips**__ http://www.khanacademy.org/video/hardy-weinberg-principle?playlist=Biology Demonstration of Teaching the Hardy Weinberg Principle uses eye color as an example uses different colors, helpful for different alleles and their frequencies

http://www.khanacademy.org/video/dna?playlist=Biology DNA Intro contains a graphics of DNA double helix, which is nice instead of a drawing uses basic terms so that the learners do not get lost

http://www.khanacademy.org/video/parts-of-a-cell?playlist=Biology Parts of a Cell talks about different types of cells uses lots of colors for different organelles

http://www.khanacademy.org/video/red-blood-cells?playlist=Biology Red Blood Cell tutorial would be good for a health class or a health occupations class

http://www.khanacademy.org/video/circulatory-system-and-the-heart?playlist=Biology Circulatory System & the Heart talks about the heart and relates to other organs would be very helpful for an anatomy class

http://www.khanacademy.org/video/cam-plants?playlist=Biology CAM Plants video explains the processes of CAM plants and how they are different pictures already drawn so we do not have to wait for instructor to draw

__**Team Building Activity**__ Human Knot Group stands in a small circle and everyone sticks out both of their hands in front of them. Everyone is instructed to grab hands with 2 different people, as if shaking hands. The group is then told that their goal is to become untangled, ending up in one big circle, without anyone ever letting go.

__**Thematic Units Chapter 4**__ Discussion Points

What do you feel is the most important purpose of assessment? (The book identifies learning assistance, strengths and weaknesses identification, instruction effectiveness, curriculum effectiveness, teaching effectiveness, decision-making assistance, and parent communication).

How can we motivate students to develop ownership? The book points out that assessment can help a student to have responsibility for his or her own learning by being responsible for self-assessment, but how do we teach our students to do this? How do we motivate them to do this?

Assessments should be reliable and valid. How will you make sure that your assessments have both of these qualities?

When using authentic assessment, how can we compare one student’s assessment to another? Or do we even need to? When using authentic assessment, how are we then determining a grading scale for the assessment?

When you encourage your students to engage in self-assessment, does their own assessment have any weight when determining their grade? How do you deal with students who inaccurately self-assess?

The text suggests using portfolios as a way to open communication with the students’ parents/guardians. How would you deal with parents or guardians who do not participate? What alternative would you provide for the student?

How will you help students to prepare for tests? What would you do in class and what would you encourage to be done outside of class? How will this impact the students’ test anxiety?

Observation notes Teaching Unit Discussion Notes