Tina+3.26+Are+we+planning+for+teaching+or+designing+learning

3/26 Are we planning teaching or designing learning? James gaffer and John Antonetti

My goal for the day is to learn some strategies to use with staff.

After viewing the video. Focus of observation is on the teacher and environment.

Understanding by design. Eighths and McTighe 1998 - backward mapping Begin with desired results Determine acceptable evidence Plan learning experience

Preparing instructional objectives:  well written objectives have Action verb Condition for performance Criteria for success for some things you have to set a level of performance and reteach, others may not need a level that high. Brain Rules by John Medina Kids retain more and longer when kids know what they understand what is expected, therefore you need to have clearly defined objectives.

Back to Bloom's taxonomy. It is an hierarchy of learning. Who is in control of the patterns? Provide examples and have the kids come up with meaning. This gets right to synthesis. Adults need to see the purpose. Reflection is the first step in making the shift.

Working on the work bill sleckly. Students see the value in the meaning of the work- engagement Strategic compliance Ritual compliance- on task Retreatism- off task Rebellion

Implications for planning and learning: Personal response Clear, modeled expectations Emotional and intellectual safety Learning with others Sense of audience-someone other than the teacher, important Novelty and variety Choice Authenticity- real world connection

Classroom instruction that works marzano, Pickering and Pollock 9 strategies that impact learning Identifying similarities and diff Summarizing Reinforcing effort Homework- practice, homework that goes deeper into the subject, homework in advance of learning Nonlinguistic representation Cooperative learning Setting objectives providing feedback Generating hypothesis Cues, questions and advanced organizers

KaPiina reflection:  In working with staff for professional development or just teaching them about Ka Piina we have to practice what we teach; have clear objectives, and help everyone know what is expected and create an environment of emotional and intellectual safety, as well as help staff  to see the connections to their everyday experiences in their positions.