Garfield Engaging At Risk

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Information about Garfield Engaging At Risk
Travel-Nature

Published on March 10, 2008

Author: Christian

Source: authorstream.com

Designing Curriculum to Engage All Learners:  Designing Curriculum to Engage All Learners Garfield Gini-Newman Lecturer, OISE/University of Toronto ggininewman@oise.utoronto.ca Key Messages:  Key Messages 1. All children can learn, think and solve problems. 2. No engagement = No attention = No Learning. 3. Students become either “success oriented” or “failure avoidant”. 4. Inviting learners to think and solve problems is an inherently more interesting way to learn than being asked to remember islolated facts. 5. Putting critical thinking at the apex of learning disadvantages and disengages some students. Teaching the Whole Child:  Teaching the Whole Child The Heart The Mind The Body The Soul * engage learners * understand the role of emotion in learning * effectively use novelty * problem solving *decision making *meaningful challenges * movement triggers thinking * exercise = increased cognitive clarity * healthy body = healthy mind Nurturing Habits of Mind: Empathy * Perseverance Attention to Detail Open-mindedness *Courage Key Message #1: All Children Can Learn, Think and Solve Problems:  Key Message #1: All Children Can Learn, Think and Solve Problems Moving Beyond IQ as a Measure of Intelligence:  Moving Beyond IQ as a Measure of Intelligence Too often children’s latent talents go unnoticed when traditional pen and paper assessments dominate our assessment of student achievement Howard Gardner’s Definition of Intelligence:  Howard Gardner’s Definition of Intelligence An intelligence entails the ability to solve problems or fashion products that are of consequence in a particular cultural setting or community. Howard Gardner, Multiple Intelligences: The Theory in Practice Gardner’s Distributed Intelligence:  Gardner’s Distributed Intelligence If intelligence is a reflection of our ability to solve practical problems then the resources to which people have access must be a part of defining intelligence. These include: others libraries Internet the use of tools from pencils and pens to computers. Gardner suggests, 'intelligence is better thought of as "distributed" in the world rather than "in the head"'. Yes, but are you a genius??:  Yes, but are you a genius?? ...an individual merits the term genius to the extent that his or her creative work in a domain exerts a material effect on the definition and delineation of the domain...The more universal the contribution, the more it travels across cultures and eras, the greater the genius. Howard Gardner, Multiple Intelligences: The Theory in Practice Key Message #2: No engagement = No attention = No learning. :  Key Message #2: No engagement = No attention = No learning. Emotions, the Amygdala and the Teenage Brain:  Emotions, the Amygdala and the Teenage Brain Any information received by the brain travels first to the amygdala The amygdala holds emotional memory - it tells you how you feel about things In the teenage brain, the amygdala is developing faster than the frontal lobes So, teenagers tend to be reactive not reflective Engagement Through Social/Emotional Security:  Engagement Through Social/Emotional Security “No matter how excited you are aboutadding positives to the environment, first work to eliminate the negatives. Excess stress and threat in the school environment may be the single greatest contributor to impaired academic learning.” Eric Jensen It is important that we begin in the child’s world and find a way to invite them to play in ours:  It is important that we begin in the child’s world and find a way to invite them to play in ours Considering Multiple Perspectives: Where Does Truth Lie?:  Considering Multiple Perspectives: Where Does Truth Lie? Sandra-Dee Danny The Great Sandcastle Competition:  The Great Sandcastle Competition Slide15:  The Great Sand Castle/Snow Sculpture Competition. Assessment Targets: research planning communicate (prepare an informative viewers’ guide) Key Message #3: Students become either “success oriented” or “failure avoidant”.:  Key Message #3: Students become either “success oriented” or “failure avoidant”. Considering Student Motivation:  Considering Student Motivation Student motivation is affected by two competing drives which operate simultaneously: the striving for success and the fear of failure Considering Student Motivation:  Considering Student Motivation Over time students become either success oriented and eager for new tasks or failure avoidant. When students become failure avoidant, motivation is difficult. In fact, students may choose to fail with dignity to protect their ego. How can we use assessment to motivate students and to prevent “failing with dignity”:  How can we use assessment to motivate students and to prevent “failing with dignity” Slide20:  Anticipation Guide Unit 1: Focus Statements Circle the answer that best describes your opinion. 1. Canada treated people within the country with respect at the beginning of the 20th century. Strongly Agree Agree Don’t Know Disagree Strongly Disagree 2. Canada has treated people within the country with respect recently. Strongly Agree Agree Don’t Know Disagree Strongly Disagree Slide21:  PART A: Has Canada treated people with respect….at the beginning of the century vs. recently? - Complete the Venn diagram below using point form. (K/U) - You must include at least 5 facts in each circle. - You must include information on at least 3 of the following immigrants Aboriginal people women working class people At the beginning of the century Recently Has Canada treated people with more respect recently than it did at the beginning of the century? (3 – 4 Full Sentences) (T/I) Engagement Through Assessment: Creating Rich Assessments:  Engagement Through Assessment: Creating Rich Assessments Create tasks which tap into a variety of intelligences/interests/talents Allow for a variety of ways to demonstrate learning Provide scaffolding to ensure success (including literacy supports) Design tasks which challenge students but are within their reach Build tasks around clear targets with links to destination, grade, and discipline Allow students to “fail forward” The Importance of Assessment for Learning:  The Importance of Assessment for Learning The cornerstone of brain compatible assessment is formative feedback. By providing students with guidance and an opportunity to implement suggestions, students feel secure in taking risks, develop confidence in their ability to meet challenges and can set their goals. Creating Authentic Performance Tasks (APT’s):  Creating Authentic Performance Tasks (APT’s) Simulating life outside of school and having an audience beyond the teacher and classmates A task which requires students demonstrate their learning through a performance or the creation of a product Authentic Assessment…:  Authentic Assessment… Asks students to perform. Create, or produce Taps into higher-level thinking and problem solving skills Places emphasis on process and there assess process as well as final product Changes the meaning of knowing and being skilled from the accumulation of isolated facts to an emphasis on the application and use of knowledge Contextualizes learning Recognizes the various abilities and talents of students Some Possible Authentic Performance Tasks :  Some Possible Authentic Performance Tasks Create a sandcastle/snow sculpture Create a War of 1812 commemorative project of your choice Create a Life Box Create a board game using the grade curriculum Write a Movie Review Prepare a travel brochure Write a children’s story Create a visual alternative time line of Canadian history Design a castle to specs Put a historical character on trial (re-try Louis Riel, William Lyon Mackenzie – hero or traitorous rebel?) Publish a Magazine Create a picture book on… Key Message #4: Inviting learners to think and solve problems is an inherently more interesting way to learn than being asked to remember isolated facts. :  Key Message #4: Inviting learners to think and solve problems is an inherently more interesting way to learn than being asked to remember isolated facts. Inquiry vs Re/search:  Inquiry vs Re/search Slide30:  TC2 Model of Critical Thinking Community of Thinkers Critical Challenges Teach and Assess the Intellectual Tools Background Knowledge Criteria for Judgment Critical Thinking Vocabulary Thinking Strategies Habits of Mind Three Types of Questions:  Three Types of Questions Come up with your own examples!:  Come up with your own examples! Criteria for Effective Critical Questions/Challenges:  Criteria for Effective Critical Questions/Challenges Does the question or task require reasoned judgment? (i.e., involve assessment among plausible options/possibilities based on criteria) Is the challenge likely to be perceived as meaningful by students? Will significant curricular understanding be uncovered as students work through the challenge? Is the challenge focused so as to limit the required background knowledge? Key Message #5: Putting critical thinking at the apex of learning disadvantages and disengages some students.:  Key Message #5: Putting critical thinking at the apex of learning disadvantages and disengages some students. Slide35:  Create a Want Ad profiling the ideal immigrant sought by the Canadian government as reflected in the 1904 cartoon All Together Now. Which intellectual tools would provide support for students?:  Which intellectual tools would provide support for students? Background Knowledge Criteria for Judgment Critical Thinking Vocabulary Thinking Strategies Habits of Mind

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