Describe a favorite class and a least-favorite class. What kinds of activities did you do in each...

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  • Describe a favorite class and a least-favorite class. What kinds of activities did you do in each class? What was it about the class that made you like/dislike it?9-9-14On your own paper, respond to the following prompt:Be ready to read aloud your response later in class.While you wait for class to start . . .

  • James Island Charter HSLeslie GibsonFord Walpole Lindsey JensenLeigh Ann Morabito Tiffany Paeschke Sheli Ballard Fort Dorchester HSSara StarkeyMelanie Murray Sam Dellenbach Amanda Halek Goose Creek HSHayley TurnerCarol Cumming Academic Magnet HSJared HenryJunius Wright How are you doing with field experiences?

  • Exercise: Eating an Apple1. Using all of your physical senses (i.e., sight, hearing, smell, touch, taste), examine the apple and record as many FACTS about it as you can.2. Based on the facts you recorded, list as many ASSOCIATIONS as possible: what the apple reminds you of or makes you think of.3. Draw some CONCLUSIONS about apples: what we can and cant do with them, they are and arent useful for, potential uses.4. Based on your personal VALUES, consider your conclusions and decide which uses we should or shouldnt pursue.

  • Exercise: Eating an Apple1. Using all of your physical senses (i.e., sight, hearing, smell, touch, taste), examine the apple and record as many FACTS about it as you can.2. Based on the facts you recorded, list as many ASSOCIATIONS as possible: what the apple reminds you of or makes you think of.3. Draw some CONCLUSIONS about apples: what we can and cant do with them, they are and arent useful for, potential uses.4. Based on your personal VALUES, consider your conclusions and decide which uses we should or shouldnt pursue.Sensing PerceptionIntuitive PerceptionThinking JudgmentFeeling Judgment

  • Personality PreferencesIntroversion ExtraversionSensing IntuitionThinking FeelingJudgingPerceivingCognitive processes: how we take in information & make decisions with it

  • Extraverts - interested in the world around them; lots of interestsIntroverts - interested in their thoughts & ideas; a fewer, deeper interestsSensing types - attend to literal meanings & concrete experience; move step-by-step through new experienceIntuitive types - attend more to relationships & possibilities than to facts;skip and jump through new informationThinking types - respond to logical analysis (without a personal element)Feeling types - commit to personal relationships & attend to personal valuesJudging types - like to have a plan and like to have things settledPerceiving types - often finish projects with a burst of energy at the deadlineType Theory: The Really Brief Version

  • You might be an Extravert/Introvert if . . .(adapted from Gordon Lawrence, People Types and Tiger Stripes, 3rd ed)You might be an Extravert if you like action and variety you like to do mental work by talking to people you tend to act quickly, sometimes without much reflection you like to see how other people do a joband see the results you want to know what other people expect of youYou might be an Introvert if you like quiet, and time to consider things you like to do mental work privately before talking you may be slow to try something without first understanding it you like to understand the idea of a job, and to work alone or with just a few people you want to set your own standardsHow might writing an answer before saying it aloud be helpful to introverts? to extraverts?

  • Extravert types like... to think out loud to clarify their ideas to talk rather than write breadth more than depthIntrovert types like... listening more than talking keeping a low profile depth more than breadthSensing types like... following step-by-step instructions learning facts and details seeing actual resultsIntuitive types like... skipping around & following hunches getting the big picture, not the details asking lots of what if questionsThinking types like... using cause-and-effect reasoning being shown why being able to critique an idea

    Feeling types like... using personal values to evaluate material a friendly work atmosphere being treated personallyJudging types like... staying on task the satisfaction of completing projects doing things early rather than latePerceiving types like... being spontaneous and flexible juggling several projects at the same time working under the pressure of a deadline

  • So what difference do these preferences make in the classroom?In groups of 2-3, look back at your list of activities you did and didnt like.

    How might those activities appeal (or not) to particular preferences? (Make a list; bullets are OK.)

    Using the green handout (Type Preferences) and the yellow two-page handout (Attending to All the Preferences), create a list of some activities that could be used instead of -- or in addition to -- the activities in your original list, so that the activities might be more appealing to students with different learning styles.

  • In pairs, read aloud one of your response journal entries (or explain it, if you dont have your journal. Choose one of the entries to discuss in greater detail as a group.Be ready to summarize the discussion for the class.

  • .........................

  • EngagementThink back to a class (in any setting) in which you were engaged, and another class in which you were NOT engaged. What was different, either about the classes or about your attitude or situation?

    What are the implications for you as you try to engage your students?

    Discuss Burkes comments on Engagement (29ff).

  • Riding a bicycle:Watch someone rideRide w/training wheels and someone holding onRide w/training wheels but w/o additional helpRide w/o training wheels but with someone running alongside & holding onRide with someone close by, but not holding onRide independentlyMaybe wreck occasionally, but get back up & try againTeaching a skill in class:Teacher does skill while students watchTeacher does skill while students assistStudents do skill while teacher assistsStudents do skill while teacher watchesStudents do skill independentlyMaybe wreck occasionally, but get back up & try again

  • From my ENGL 101 class this semester:

  • What questions/concerns/fears do you have about creating lessons?

  • Domain 2: Instruction*APS 5: Using Instructional StrategiesUsing appropriate instructional strategiesUsing a variety of instructional strategiesUsing instructional strategies effectivelyReview / Apply: How might your understanding of type preferences influence your practice with respect to

    Domain 2: Instruction

  • Domain 2: Instruction*APS 7: Monitoring, Assessing, andEnhancing LearningMonitoring student learning during instructionEnhancing student learning during instructionProviding appropriate instructional feedback to all studentsReview / Apply: How might your understanding of type preferences influence your practice with respect to

    Domain 2: Instruction

  • Domain 3: Environment*APS 8: Maintaining an EnvironmentThat Promotes LearningCreating a safe physical environment that is conducive to learningCreating and maintaining a positive classroom climateCreating and maintaining a classroom culture of learningReview / Apply: How might your understanding of type preferences influence your practice with respect to

    Domain 3: Environment

  • Domain 3: Environment*APS 9: Managing the ClassroomManaging student behavior appropriatelyMaking maximum use of instructional timeManaging noninstructional routines efficientlyReview / Apply: How might your understanding of type preferences influence your practice with respect to

    Domain 3: Environment

  • The importance of socializing even virtually.Has anyone visited www.englishcompanion.ning.com?

  • What questions do you have about

    anything weve discussed today,

    anything in the textbook, or

    anything else related to this class or to student teaching?

  • For next week . . .

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