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?

9-9-14

On 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 Gibson Ford Walpole Lindsey Jensen Leigh Ann Morabito Tiffany Paeschke Sheli Ballard  Fort Dorchester HSSara Starkey Melanie Murray Sam Dellenbach Amanda Halek  Goose Creek HSHayley Turner Carol Cumming  Academic Magnet HSJared Henry Junius Wright

How are you doing with field experiences?

Exercise: Eating an Apple

1. 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 can’t do with them, they are and aren’t useful for, potential uses.

4. Based on your personal VALUES, consider your conclusions and decide which uses we should or shouldn’t pursue.

Exercise: Eating an Apple

1. 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 can’t do with them, they are and aren’t useful for, potential uses.

4. Based on your personal VALUES, consider your conclusions and decide which uses we should or shouldn’t pursue.

Sensing Perception

Intuitive Perception

Thinking Judgment

Feeling Judgment

Personality Preferences

Introversion Extraversion

Sensing Intuition

Thinking Feeling

JudgingPerceiving“Cognitive” 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 interests

Sensing types - attend to literal meanings & concrete experience; move step-by-step through new experience

Intuitive types - attend more to relationships & possibilities than to facts;

skip and jump through new information

Thinking 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 deadline

Type 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 job—and see the results… you want to know what other people expect of you

You 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 standards

How might writing an answer before saying it aloudbe helpful to introverts? to extraverts?

Extravert types like... · to think out loud to clarify their ideas · to talk rather than write · breadth more than depth

Introvert types like... · listening more than talking · keeping a low profile · depth more than breadth

Sensing types like... · following step-by-step instructions · learning facts and details · seeing actual results

Intuitive types like... · skipping around & following hunches · getting the big picture, not the details · asking lots of “what if” questions

Thinking 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 personally

Judging types like... · staying on task · the satisfaction of completing projects · doing things early rather than late

Perceiving 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 didn’t 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 don’t 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.

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“Engagement”

Think 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 Burke’s comments on “Engagement” (29ff).

Riding a bicycle:

• Watch someone ride

• Ride w/training wheels and someone holding on

• Ride w/training wheels but w/o additional help

• Ride w/o training wheels but with someone running alongside & holding on

• Ride with someone close by, but not holding on

• Ride independently

• Maybe wreck occasionally, but get back up & try again

Teaching a skill in class:

• Teacher does skill while students watch

• Teacher does skill while students assist

• Students do skill while teacher assists

• Students do skill while teacher watches

• Students do skill independently

• Maybe wreck occasionally, but get back up & try again

From my ENGL 101 class this semester:Explain “summary”

Read in-class article; discuss; summarize

Read an article and summarize for homework; discuss in class

Bring rough draft of actual assignment to class; discuss and revise in classTurn in revised draft

for a grade

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

Domain 2: Instruction 17

APS 5: Using Instructional Strategies

A. Using appropriate instructional strategies

B. Using a variety of instructional strategies

C. Using instructional strategies effectively

Review / Apply: How might your understanding of type preferences influence your practice with respect to …

Domain 2: Instruction 18

APS 7: Monitoring, Assessing, andEnhancing Learning

A. Monitoring student learning during instruction

B. Enhancing student learning during instruction

C. Providing appropriate instructional feedback to all students

Review / Apply: How might your understanding of type preferences influence your practice with respect to …

Domain 3: Environment 19

APS 8: Maintaining an EnvironmentThat Promotes Learning

A. Creating a safe physical environment that is conducive to learning

B. Creating and maintaining a positive classroom climate

C. Creating and maintaining a classroom culture of learning

Review / Apply: How might your understanding of type preferences influence your practice with respect to …

Domain 3: Environment 20

APS 9: Managing the Classroom

A. Managing student behavior appropriately

B. Making maximum use of instructional time

C. Managing noninstructional routines efficiently

Review / Apply: How might your understanding of type preferences influence your practice with respect to …

The importance of socializing – even virtually.

Has anyone visited www.englishcompanion.ning.com?

What questions do you have about…

…anything we’ve discussed today,

…anything in the textbook, or

…anything else related to this class

or to student teaching?

For next week . . .