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Transcript of "IE in the classroom - for engagement, learning, remembering, and applying...... with a focus on...
"IE in the classroom - for engagement, learning, remembering, and applying......
with a focus on using the power of the arts.."
Part A – Invitational Education: Inviting Students to Realize Their Highest Potential
"IE in the classroom - for engagement, learning, remembering, and applying......
with a focus on using the power of the arts.."
Part A – Invitational Education: Inviting Students to Realize Their Highest Potential
Richard Benjamin & Elaine DewHong Kong IAIE
May 24, 2012
Invitational Education In the Classroom: Focusing on Arts Integration and Character Development
• AM• Part A: Invitational
Education Review• BREAK• Part B: Unit Design• I.E. Process & Arts
Integration – VAK – Modalities
Checklist– Art, Music, Dance, Drama– Storytelling
• PM• Part B: Unit
Design• I.E. Values &
Character Education– Modeling (Respect)– Character Stories– Opportunities for Moral
Action – Liannan China
• Part C: Invitation to Collaborate– Send me an
Email• Please Do + Δ form
Purpose of Invitational Education….
Cordially Summon Self & Others
• Cordially Summon…..
• Encourage vs Demand
• RESPECT
To reach toward highest human potential
• Highest Human Potential
• Academic, Social, Psychological, Spiritual & Physical
• 5 Ps are Tools, not the goal
Proportion reporting “…an important reason when they work
hard”
Black White
Teacher Encourages
.47 .32
Teacher Demands
.16 .29
“Encourage” is more important for most vulnerable……
Invitational Education – Aimed at Developing Human Potential
to the Highest Levels
Cognitive
Emotional
Spirit - Spiritual
Social
Physical
Human
Potential
Enhancers
Barriers
Moral FeelingMoral Actions
Moral Reasoning
(Empathy / Caring)(Opportunity)
Barriers
Enhancers
(Purkey & Siegel – Invitational Leadership Marzano – Classroom Strategies That Work --ABS-Graphic Organizer)
Dance Visual & Literary ArtsMusicDrama
Best Strategies
I.E. “At A GLANCE”
What are YOUR Priorities?
• Engagement– Experience – Explore– Discover -
Understand• Learn
– Remembering• Test Scores
– Applying to Real Life
• Self-Discipline• Respect• Imagination
– Creative Problem-Solving
• Relationship Skills– Empathy, Caring, Cooperation
Ms Dew - connect to I.E. Values
Invitational Education in the Classroom
• Engage – Experience – Explore – Discover– Power of the arts – start with heart/emotion (hands &
head follow)….or hands first……triangle.. • Learn – Understand
– Connections to background knowledge & intrinsic interests
• Remember – – Connections to background knowledge & intrinsic
interests
• Apply – Design backward, is there an authentic ‘real real world’ connection? (Why study history?)
Invitational Education• A systematic way to describe
communication in schools that results in learning and human development;
• A theoretical framework and practical strategies for creating effective schools
• Foundations are: • – The democratic ethos
• All people matter, and can grow through participation in self-governance
• – The perceptual tradition • Human behavior is a function of the perceptions that
exist for individuals
• – Self-concept theory• A person’s picture of who they are and how they fit
into their perceived world
Invitational Education• Core Values
• Respect – (Self & Others)
• Trust (Responsibility)
• Caring – (Empathy)
• Optimism – (Resiliency)
• Intentionality – (Purpose)
•
• Four Assumptions• People are Able, Valuable, Responsible
• Education should be collaborative
• People possess untapped potential
• Potential best achieved with Core Values & 5 P’s
Ms Dew – Caring School Award
I.E. The 5 P’sFishbone Diagram
(ABS - Marzano - Graphic Organizer)
People
ProcessesPrograms
Policies Places
Carl Rogers
Arts-Based Strategies
Character Education
Arts Integration
Good Place to Start
Core ValuesOr Rules?
Curriculum
What programs are already in place?
Invitational Schools &Classrooms
Clean, Safe ‘Attractive’
Respect
School Action PlanThinking Ahead
Intended / Actual
Ends / Policies / Content
Means / Processes
What is Needed?SWOT / KISSBenchmark
How might It be Accomplished?Alternatives
Are we Implementing what we Intend?Fidelity Award
Are we gettingwhat we Want? Formative & Summative Assessment
Respect & Balance• China
– Harmony– Effort– Patience– Emphasis on
Relationships - Guanxi
• United States– Individual
Freedom– Intelligence– Push Ahead– Emphasis on
Relationships - EQ
Considerations• Start with SELF
– Self-Respect
• Apply to other adults
– Respect, Trust…
• Apply to students– Respect, Trust…..
• Pay Now or Pay Later
Discipline
Plan, Class Meetings, Learning Circles
Learning & Teaching
Saved Time !Pro-Active
1-Plan Engaging LessonsArts-Based Strategies
2-Hold Regular Class Meetings orLearning Circles
"IE in the classroom - for engagement, learning,
remembering, and applying......with a focus on using the arts.."
Part B – Planning ‘Inviting’ Lessons
"IE in the classroom - for engagement, learning,
remembering, and applying......with a focus on using the arts.."
Part B – Planning ‘Inviting’ Lessons
Richard BenjaminMay 2012
An ‘Inviting’ Lesson or Unit
• Engaging– Often uses the
‘engaging’ power of the arts
• Accelerates or Deepens Learning
• Insures Remembering
• Encourages Application
• Invites or Pulls students into the lesson
• Invites students to come to experience learning as a fun activity…..Learn to Love Learning
• Forges connections to student background knowledge and interests
• Invites students to realize their highest human potential– Academic, Social, Spiritual,
Psychological, & Physical
Guiding Concepts & Essential Questions
• ‘Universal’ Concepts:
• BALANCE
• PATTERNS– Pinocchio – Before,
during, after…..beginning, middle, end…..
– What do engaging, effective lessons seem to have in common?
• RELATIONSHIPS
• Essential Questions
• ‘How might we make our lessons more immediately ‘inviting’
• And, also make them to more authentically invite students to realize their highest human potential?
Marzano’s Nine High Yield Strategies
(& the average effect size of each) • # 1 -Identifying similarities & differences 1.61 • # 2 -Summarizing & note taking
1.00• # 3 -Reinforcing effort/providing recognition .80• # 4 -Homework & practice .77• # 5 -Nonlinguistic representations .75• # 6 -Cooperative learning .73• # 7 -Setting objectives & providing feedback .61• # 8 -Generating & testing hypotheses .61• # 9 -Questions, cues & advance organizers .59
Bernstein Action Research / Evaluation
Character Through Service Learning ProjectSocial Studies Pre-Post 1st 9 Weeks
Pre-test
Post-test ▲
Pre-test
Post-test ▲
Pre-test
Post-test ▲
SFA 28.9 28.9 0% OL 27.3 36.5 34% AC 29.4 40.1 36%
SFA 24.0 31.7 32% OL 29.1 39.5 36% AC 34.1 47.4 39%
Panter SFA 18.0 31.0 72% OL 28.2 47.1 67% AC 31.5 51.1 62%
SFA 12.5 20.5 64% OL 21.6 23.0 6% AC
SFA 20.0 23.0 15% OL 22.7 28.0 23% AC
SFA 20.3 28.1 38% OL 27.4 37.5 37% AC
TOTAL SFA 20.6 27.2 32% OL 26.1 35.3 35% AC 31.7 46.2 46%Bernstein Artful [email protected]
What Engagement Changes about the
Learning Experience
The Learning Pyramid - National Training Laboratories, Bethel, ME
Student Engagement
When students TEACH others,They have the highest remembering
Considerations for Invitational Lesson / Unit Planning
Respect / Trust:Background KnowledgeStudent InterestsStudent Learning Modes
Respect / :Real Life ApplicationsNext Learning ObjectivesStudent Goals / Interests
Respect – by Using ‘Best’ PracticesGuiding Concept & Significant QuestionExperience / Engagement / StrategyCooperative Learning Inquiry (Plan to teach others)Rubric for Performance Assessment (Product / Mastery Learning)Reflection / Self-Assessment
Observe Good Examples
• View Videos– Kindergarten - http://
resources.hkedcity.net/resource_detail.php?rid=888344056
Considerations for Invitational Lesson / Unit Planning
Background KnowledgeStudent InterestsStudent Learning Modes
Real Life ApplicationsNext Learning ObjectivesStudent Goals / Interests
Guiding Concept & Significant QuestionExperience / Engagement / StrategyCooperative Learning InquiryRubric for Performance Assessment (Product / Mastery Learning)Reflection / Self-Assessment (Plan to teach others)
Which one or two are you already strong in?
Respond in Moodle if appropriate.
Considerations for Invitational Lesson / Unit Planning
Background KnowledgeStudent InterestsStudent Learning Modes
Real Life ApplicationsNext Learning ObjectivesStudent Goals / Interests
Guiding Concept & Significant QuestionExperience / Engagement / StrategyCooperative Learning InquiryRubric for Performance Assessment (Product / Mastery Learning)Reflection / Self-Assessment (Plan to teach others)
Which one or two would you like to strengthen?Why?
Respond in Moodle if appropriate.
"IE in the classroom - for engagement, learning, remembering, and applying......
with a focus on using the power of the arts.."
Part C – ‘Invitation’ to Collaborate
"IE in the classroom - for engagement, learning, remembering, and applying......
with a focus on using the power of the arts.."
Part C – ‘Invitation’ to Collaborate
Richard [email protected]
May 2012
Invitation to Collaborate
• On-line Prompts & Modules –– Individual sign-in at convenient
times, with responses….– www.BenjaminSystems.com
• On-Line Webinars – Arranged Common Times
References• Invitational Education
• Invitational Leadership by Purkey & Siegel• Fundamentals of Invitational Education by Purkey &
Novak• http://www.invitationaleducation.net/
• Character Education• The Moral of the Story by Bobby & Sherry Norfolk• http://www.character.org/
• Arts Integration• http://www.pcae.k12.mn.us/pdr/HANDBOOK6_7.pdf• http://imaginationnow.wordpress.com/tag/imagination-
conversations/
• Putting It All Together– www.BenjaminSystems.com