Chris+H

 **INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.** **INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** **Stand By Me Video Clip:** taking about class, retard/smart, friends/pussies, and cartoon/superman, walking on the road. **The Pistol Video Clip:** Pete Maravich, mementos of family, raining playing basketball, practice love basketball, dad/son play together in the rain, high-motivation, American Dream-dream for the future to play basketball. Dad: basketball coach, out of class: plays basketball, workout with team, jock strap. **Carl Rogers-Majori’s Presentation** Humanistic, facilitative theory, music what comes to mind, education background, and most valuable-self evaluation, what learner is: eager to learn-self evaluation, take responsibility, experiencing. Quote used by Carol Rogers, Had students read quotes, finding yourself-discover, file clip was creativity, focus on learner, eye contact, and power and peer teaching was her strengths. **Problem Based Learning Presentation** Real life problem, PowerPoint, sequence games-poster, PBL cycle: observations, new information, review, repeat, hypothesis, video: in classroom, learning, demonstration through performance, give up curriculum. Use knowledge that they get, authentic, personal interest, and group of 3, peer teaching. **Cooperative Learning Presentation** Schedule of events, PowerPoint, puzzle was creative, worksheet, and discuss rules. Peer teaching.
 * CCXII. 11/17/10**

CCXI. 11/10/2010 **INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.**

**INTASC Standard 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.**

**__Granny Goose, Miss Anne Tillie Williams, Queen Anne, Land of the Green Glass Doors__**

Doors Truckee Weep Books Hills Skiing

Definition: words with double letters she likes, words without double letters she doesn’t like. **__Conrack Video 1__**

Snake Pit, Talks with the Principal, Working for a woman, a black woman, principal-tough loving, Low Socio Economic Status, Not the much welcoming principal, teacher is calm but thinking about it, Doesn’t respect the children: put your foot on them.

**__Conrack Video 2__**

Bell rings, Students come into class, teachers stares as they walk by, kids seem afraid of the teacher, nervous, eye ball him, Slow progression into the class (students), Teacher smiles, very quiet class, African American students, calls the students “babies”, Very negative principal, calling her students “lazy”. Introducing the teacher to the class, mouths his name, class laughs as his seating position.

**__Conrack Video 3__**

Attention to the teacher, very positive of himself, class thinks he is crazy, he says he is crazy, instruction: rearranges group and chairs.

**__Conrack Video 4__**

Rule of 3. Team Building getting close to each other, respectful: young man describes his name, class silent. Trust Matters, Plan B, engages the class with saying his name properly. Sound it off, bring it home. I am beginning to like the same of it, moving on from name activity.

**__Conrack Video 5__**

Previous/Prior Knowledge, dignified responses, wait time, seven seconds wait time. What is our country come? schema, questions about prior knowledge. Try Again, reinforcement. Teacher surprised and motivation. Has to learn about his students.

**__Conrack Video 6__**

Needs assessment, memory no paper, class dismiss, principal and teacher argue about assessment and progress of students. Detailed information. Common Sense, Facts, Movies, Family.

CCX. 10/27/10

**INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** **INTASC Standard 9. Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.**

**Cana’s Creativity Midterm Portion**

Students paint strategies. Insights read the poem. Pass round the box. Both insights and strategies. Creativity: poem and paintings. Strength: use of humor and strong voice. I want to steal the use of her creativity vision, the use of painting, drawing, and poem. Review of the strategies on the painting.

**Sabrina Creativity Midterm Portion**

Storybook of Insights and Strategies. Who they students are? How the teacher and students interact. Picture Book Story. Solving Conflicts. Creativity: storybook, good text and pictures. Strength: clear and strong voice, smile. I want to steal the storybook portion of the midterm.

**Chelsea’s Creativity Midterm Portion**

Important in teachers reading to us. Reading of a story for her insights and strategies. 7 encounters with animals. Use of Imagination. Creativity: making and reading of the story. Strength: use of voice, low and high voices, smile, clear voice. I want to steal the public speaking skills that Chelsea’s possesses.

**Kimberly’s Creativity Midterm Portion** Mirror symbols reflection. Midterm Box for insights and strategies. Rule of 3, smelly stickers. Creativity: box visual stimulating. Strength: use of eye contact, strong voice, and good use of notes. I want to steal, the creativity that Kim uses in creating her box. Symbols, pictures, and text.

**Ryan’s Creativity Midterm Portion** Whiteface Mountain. Home Turf. Poster Board of Insights and Strategies. Layout: most important on top. Creativity: use of mountain climbers to read insights and strategies. Strength: cool and calm, having class read insights and strategies, and clear voice. Humor: song/music. I want to steal the song after the class reads the insights and strategies.

**CCIX. 10/20/10**

**INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**. **INTASC Standard 9. Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.**

**Marba Collins Video:** 60 mins, too good to be true. Own elementary college. Love. Intercity students can compete with anyone. Charles Murray: Bell Curve, Researcher. Environment: hostile environment, Basic education, literature and composition. Positive Reinforcement. Challenge Children. Authors. Classroom is crowed, noisy, 34 students. Reunion of students. Look me in the eye. Confidence.

**Erin’s Midterm Presentation** Henry Herbert Goddard: yellow responsible for reading, random, engaged and focused, draw a square. Class-Yes power teaching technique. Psychology in PhD. Fill in: yellow students read, Evolution. Tree of Life. Note Cards. Hereditarian Position. Eugenics. Peer Teach: Teach-Ok. Engaged class with questions. Special Education. Card: Genetics, dominant and recessive genes. Definition of Intelligence. Eye contact. The Cure. Debate the Cure.

**Connie’s Midterm Presentation** Arthur Jensen: American Educational Psychiatrist. 1923. Class-Yes power technique. Controversial. Discussions with partners. Norms and Respectful of all dialogue. Hands and Eyes are important points. Background on Theorist. Whites different than minorities in special education. Investigate questions, elaborate. Culture Bias, I.Q. test. Concluded that I.Q. tests were not culture bias. Read text on slides. Use of Music and Song. Hereditary view of intelligence. Feedback.

**Marjori’s Midterm Presentation** Carol S. Dweck: American Psychologist. Professor at Stanford. Class-Yes power teaching technique. Background information on theorist. Role players. Had class read worksheet. Studies the affects of motivation on intellectual performance in children. Hand gestures. Open arms. Teach-Ok: peer teaching: entity theory of intelligence. Body motions. Excitement. Praise will mold your students throughout their lives. Hard Times. Video: School of Education: Helpline. Motivation.

**Marjori’s Creativity Midterm Portion** Cana’s stand up with the first strategy. Please read the board: Norm. Handouts. Toolbox. Candle. Creativity: paper, toolbox, and symbol sheets. Strength: was clear instructions. Students read the strategies. Something I want to steal is the pass or play activity with the symbol cards. Physical exercise.

**Connie’s Creativity Midterm Portion** Use of power teaching: Class-Yes. Handout worksheets. Letter in front of you. Creativity: read the poem. Strength: strong voice, informative. Something I want to steal is the poem portion of the midterm. Use of mystery for one of the strategies.

**Bryan’s Creativity Midterm Portion** Read insights: picture format. Drew pictures of insights. Creativity: drawing pictures of your insights brilliant ideas. Strength: the use of humor was very strong in the presentation. Something I want to steal is the use of pictures to describe the insights. Strategies explained using cards from a box.

**Erin’s Creativity Midterm Portion** Create a world. Start with insights. Eye contact. Creativity: making a world out of your insights. Strength: informative explanation of the world. Something I want to steal is her creativity portion of the midterm: making the world. Very creative presentation.

**Anna Laura’s Creativity Midterm Portion** Pictures from experiences with kids. Day care and Camp. Picture relates to insights and strategies. Creativity: pictures that relate to the 7 insights and strategies. Strength: eye contact, strong and clear voice. Something I would steal is one of her insights “misbehavior stems from trust.”

**CCVIII. 10/13/10**

**INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.** **INTASC Standard 9. Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.**

**Chelsea Midterm’s Presentation** Binet: self taught, law degree, use of hand gestures, development of birth, hand, nose, eye, ear: whiteboard and had students draw, “that’s cool” and “thinkers” power teaching, extra and dextra credit power teaching.

**Ryan Midterm’s Presentation** Charles Spearman: gave background information, use of power teaching: repetition, factor analysis, general factor, definition of intelligence, IQ test one on one, use of peer teaching, teach-ok.

**Cana’s Midterm Presentation** Anne Anastasi: what is an intelligent person, had class read slides, use of power teaching techniques, each culture has own definition acquired in life, home schooled.

**Kimberly’s Midterm Presentation** Galton: great presentation, African explorer, environment, people weather, weather map, drawings, story, use of power teaching techniques, teach-ok, class-yes, extra and dextra credit, use of hand gestures, story board activity. Reading engagement strategy.

**Bryan’s Midterm Presentation** J.P. Guilford: professor, love the voice, had class read slides, use of power teaching techniques of teach-ok, personality theory, structure of intellect model. Use of extra and dextra credit with big 3-D check mark.

**Sabrina’s Midterm Presentation** Thurstone: definition of intelligence, had class read slides, methods of accessing, theory of primary mental abilities, 7 independent factors, use of peer teaching and power teaching techniques. Class Schedule.

**Anna Laura’s Midterm Presentation** Lewis Terman: use of power teaching techniques, class-yes, and teach-ok. Gifted Students. Stanford Binet Test. Intelligence was genetic. New IQ test, terman’s termites. Termites were taller, healthier, male whites, more social.

CCVII. 10/6/10

**INTASC Standard 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.**

**INTASC Standard 9. Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.** **1.** **“Good Song”** Most to grow, help in return, who am I today because I knew you, change for the better, I have been to changed for good, interaction between learners and teachers, accept help when it is offered, a good teacher. Family. Exchange of ideas. Song. Think differently. Theorist: Number 1, Harry Sax Sullivan. Significant other, Chum, part of who you are, significant to your development. Three people: Father, Mother, Sister. That helps influence you.

**Hot Topics:** A. Ask for public statement, discussion, get rid of the blog. B. Ability grouping: based on abilities, skills, achievements, and intelligence, all at the same level. Yes, because it hold all students expectations level at the same. Prof, Intelligence, Socioeconomic status, Low expectation: fear. Peer teaching. Learning from the student than from the teacher. C. Parent/Teacher, remind the student of the classroom rules, send to principal, detention as a punisher. Mediation, reinforcement and punisher.

**INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** **INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.** **Brain Gym: Space Buttons Kimberly** Focus on Centralization, relaxation exercise that helps reconnect functions between the brain and body, Power teaching, extra stars, Class-Yes, Power Teaching techniques, Peer Teaching, Activity can help parking a car, arrangement of furniture. Student’s benefit takes notes from board. Centering, grounding, relaxing the nervous system. Eye contract in communication with people.

**Brain Gym: Cross Crawl Connie** Hold one touching upper lip and other hand in the middle of the back, standing. Refocuses learners. The Midfield Advantage, Use of power teaching techniques, Cross Crawl, midline up down Language and critical thinking, sensorimotor coordination, looking, listening, drawing, etc, information processing, balance and equilibrium, midfield cross, use both sides of learning, attention help to support a centralizes focus, discerning up from down, left from right and deciphering symbols such as letters and numbers. Straight line. Exercise, Modeling, Video, Music, Extra vs. Dextracredit. Variations of The cross crawl in the chair.

**Project Zero: Howard Gardner: Sabrina** How much he knew how much he knew about his topic. Multiply intelligences, Harvard psychologist, how humans learn and process, 8 dependent dimensions, multiply intelligences, range of intelligence, one of these, IQs measures too narrow, just as smart within his dimensions. Had class read slides. Linguistic poet, logical mathematical, mathematician Musical, composer, spatial, navigator, bodily kinesthetic, dancer, interpersonal, sales person, intrapersonal, self aware, naturalist, biologist. Application: teachers should teach these dimensions, strengths and weakness in the dimensions. Song: Multi Intelligences.

**Anna Laura: Robert Sternberg** Princeton, Got P.H.D. Psychologist, 7th and 8th designed IQ tests, counselor, testing class. Robert Sternberg, Class-Yes, power techniques, mental states and process, APA, higher mental functions, leadership, love and hate, triangular theory Diarchic Theory, current misuses on book smarts, not creativity and street smarts 3 elements: analytical: well defined problems with single answers. Synthesis Intelligence: ability to deal with new situations, by drawing on existing knowledge, Different perspective. Practical Intelligence: street smarts, adapt to everyday living.4 forms of Mental Self Governess.

**CCVI. 9/29/10** **INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.** **INTASC Standard 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.** **__Youtube: Clips__** **A.** __Elements of Differentiated Teaching__: 1. Content 2. Process 3. Products Products: Differentiated teaching is an approach to the premise that we must adapt instruction to student’s differences. Teacher separated in groups, have different results. Math Lesson. Timed Assignment, keep students on time and focus, simulates the group, keep on tasks, look for when students are not focus, standing up, jokes, I don’t understand this, other ways they don’t understand. Needs assessment to seem to have trouble, 7th grade. Public Speaking. [] (6 min, math lesson model on differentiation)

**B.** Ricky Trione, Blind artist: character education, draw strength from not giving up, go into school build in moral lesson, persistent, drawings of coast, sea life, not give up.

**C.** Life stories for kids, help narrative emotional and ethic decisions, frogs that how to live life, to avoid major pitfalls, fable moral, don’t do something to something if they don’t want to it to done to you (golden rule), Enthusiasm, dynamic, story telling skills. Puppets. A good teacher is a good thief. Accents and gestures the same.

**D.** Valedictorian: one eye on the goal, you have only one eye on the path, focused on the eye, whatever it takes to the original objective, learned something, murf system: memorize, critical progress, retrain myself, guided by fear, mention teacher’s name, specific, controversial. Calls teacher by name. Agree on one thing, disagree one thing. I don’t agree naming the teachers by name. I don’t agree with her goal and path statement.

**E.** Gender, Disney, men as heroes, demanding, strong, masculinity, fierce, savior, violence, guns, fighting, women: nice looking, beautiful, caring, sensitivity, sexy, princess, beautify of the beast, head out of those books, snow white, Pocahontas.

**F.** Gender Stereotype in Education female teachers, education is a woman’s domain, elementary: females, secondary: males.

**INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** **INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.**

**__Presentations:__** **Ryan Presentation:** Carol Gilligan, intellectual acclaimed psychologist, prolific writer, New York 1936, moral development of girls, difference feminism, men and woman moral psychological development patterns differ. 3 stages of development selfish, social conventional morality, post conventional or principled morality, important need for understanding by teachers to except and value both styles of development as well as learning, men think of rules and justice, female: caring and relationship, dukes of hazard music. Film Clip: UNICEF television, girls rights in the spotlight, professor, conventional thinking must change, being a men means not being a woman, patriarchy, gender binary, being a men means being on top. Democracy everyone has a voice, free and open relationship, healthy resistance in their human nature. Women are selfless. More in depth slides information. First and Last information is the most important. Had the class read the slides off the powerpoint. Use of video.

**Chelsea Presentation:** Worksheet, Karen Horney, birth order second child, medicine women in medicine were not in trend, study psychoanalysis, immigrant to the New York, Woman in leadership roles, director of the Chicago institute for psychoanalysis, improve strategies of psychoanalytic. Video neurosis, cheers video, words no longer used APA. Funny clip. 10 specific neurotic needs 3 coping strategies, compliance, aggression, and withdrawal. Personality is changeable not due to un-biological change. The ideas that neurosis stems from a turbulent childhood are false. Penis envy countering it with the concept of womb envy. Objected the idea of the libido. Excessive to these neurotic needs. Had the class read the slides off the powerpoint. Use of Video.

**__CV. 9/22/10__**

**INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.**

**INTASC Standard 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.**

**Cana Presentation on** **Sigmund Freud:** Class reading information on the slides, Psychoanalysis theory. ID (pants), Ego (social, heart), Super Ego (mind). Like the Video, Humor, Brit-American, boobs-large woman, the Freud music, very interesting.

**Marjori Presentation on Double Doodle:** use of power teaching techniques, Class-Yes, Teach-Ok, Marjori was clear with her objectives, Use of music as a strategy, Drawings, Drawing Stations, Fun, Interesting, Encouraging to do at home, paper do the same shape with the right and left hand.

**Christopher Presentation on Gravity Glider:** use of power teaching techniques, Class-Yes, Teach-Ok. Use of zero noise signal. Showed video on the Gravity Glider. Had student model the two variations of the Gravity Glider. Had a TO DO list. Had student peer teach each other. Gave out homework, on the same spot on the board.

**Emergent Curriculum Video Chelsea’s Video:** teachers are partners, guides. Student Interests, Looping, Closer relationship with teacher and student, and portfolios discussions, connection on flow. []

**Differential Instruction Connie’s Video:** DI Modeling Guided Reading, safe setting, extra support, guided reading, everyday, 3 groups for 15 minutes, low middle high readers, voice for model, should read six times a day, least provided for middle, practice skills, reading strategy, leveling, K-3 teachers, assessment.

**Gender Bias Children's Books Christopher’s Video:** In children’s book the male is considered a hero or savior. While the female is considered the damsel in distress. For example, “male characters in stories are typically presented as strong and adventurous but seldom warm and sensitive” (L. Evans & Davies, 2000). Girls are perceived as warm, caring and sensitive individuals. Reference: Evans, L., & Davies K. (2000). No sissy boys here: A content analysis of the representation of masculinity in elementary school reading texts. //Sex Roles// , 42, 255-270. [|**http://www.youtube.com/watch?v=uL-kivrTM20**]

**INTASC Standard 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.** **INTASC Standard 10. School and Community Involvement - The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.**

**__Searching Bobby Fisher Movie__** **__Clip 1__** Elements of Trust-distrust of game rules, doesn’t know it is a chess piece, players playing chess-speed chess, Bobby found a chess piece, Emotion-Curiosity, active and vigorous mind important for K-3. **__Clip 2__** Raining and Chess players didn’t move, they were in flow, happy concentrated **__Clip 3__** Bobby’s behavior not afraid, didn’t move back, trade apple for chess piece-man, man developing trust-no aggressive moves, no subtle changes, just waiting, offer out, bobby considers. High-low behavior, not evading space. **__Clip 4__** Dad and Bobby in room. Oiling glove seasoning, associate smell of glove. Dad needs ball for breaking in glove. Bobby suggest globe because they have no ball. Dad: Concrete Ops. Formal Ops: Bobby. **__Week 4: Observations__** **INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.** Look for a clip on one of the following to bring to share a. emergent curriculum, b. differentiated instruction, c. gender bias. Post on your page. Piaget in the Montessori Classroom; Boyz in the Hood for teacher behavior, differences in the classroom and culture. **C: CD315: Gender Bias in Children's Books** **[] **

In children’s book the male is considered a hero or savior. While the female is considered the damsel in distress. For example, “male characters in stories are typically presented as strong and adventurous but seldom warm and sensitive” (L. Evans & Davies, 2000). Girls are perceived as warm, caring and sensitive individuals. Reference: Evans, L., & Davies K. (2000). No sissy boys here: A content analysis of the representation of masculinity in elementary school reading texts. //Sex Roles// , 42, 255-270.

**__CCIIII. 9/15/10__** **INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.** **INTASC Standard 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.** **__Montessori Clip:__** A loud and active classroom filled with students, mostly student led activities such as painting and flower arrangement with teachers as facilitator or guides. Children learn to follow classroom rules such as an apron to paint, as everything you take out you must put back. Teacher use kits such as a flower kit to model first for the student, then the student pulls out the kit, everything must be kept on the table and the student must use the kit as modeled.

**__Bryan: Teaching the Brain Gym “Drink that Water”:__** Bryan passed out cups with water with our name on it, told us to sip the water, and then Bryan gave the class statistics with very humorous jokes. Bryan passed out statistical quotes, which the class read aloud. Bryan engaged the class through questions that related to our previous student knowledge. Bryan then played the class a video on water drinking, which was very funny and interesting.

**__Erin: Teaching the Brain Gym “Owl”:__** Erin used the power techniques with “class-yes”. Erin then modeled the owl skill in class, with head sideways and pushing on your shoulder, and then hooting. Erin used peer teaching as a way to check for understanding of the students. The skill she said would help the class with listening, math, and typing. Erin then said to practice the owl skill at home for homework.

**INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.** **INTASC Standard 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.** **__Billy Elliott Movie__**

**__Clip 1:__** Billy needs a “chum”, a best friend forever, or he could be in danger. His need for friendship is key in developing. Billy is in stage II of Erickson’s Theory. His father doesn’t know about his ballet classes. **__Clip 2:__** Billy runs into the scene, and stops to become invisible, hide. Billy doesn’t want to get caught, or break the rules.

**__Clip 3:__** Billy is in the library, reading the ballet book. The librarian tells Billy he can ‘t have the book, he is not proper age. In Thorndike’s, “Learning when”, the variable A. is portrayed by Billy which is “interested”. But Billy’s friend causes a distraction and he steals the ballet book. **__Clip 4:__** Billy practices in the mirror in class and at home, uses the ballet book to further his knowledge and skill of ballet. In Thorndike’s, “Learning when”, the variable B. is portrayed by Billy which is “Better Practice”. **__Clip 5:__** The teacher reaches use various evaluations and assessment of Billy’s progression as a ballet dancer. In Thorndike’s, “Learning when”, the variable C. is portrayed by the teacher which is “Reinforcement”, encouraging Billy to perform better and increase his ballet’s skills.

**__CCIII: 9/8/10__** **__INTASC Standard 7__. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**.

**__INTASC Standard 8__. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.**

**__Seabiscuit Movie__** **Clip 1:** looking the horse in the eye rather then looking at the whole horse, looks into the soul of the horse, hostile and aggressive, racehorse or a lead pony, judgment of Seabiscuit

**Clip 2:** Seabiscuit horse was lazy so he is punished, sleeping and eating was his great talent. Never look at cumulative file, make your own judgment. Never judge a book but it cover.

**Clip 3:** Forcing him to lose so other horses would have more confidence. Trained to lose. He got’s spirit. Touchy. Hard to find a plan. How do we bring back children, to the love of learning? Personal Attendance, Positive Enforcement, Individualism, Motivation. We are not setting a wall, but building a relationship. Natural to children, want connect.

**Clip 4:** Identification with the aggressor. Trainer is not afraid of you (Seabiscuit). Reward: are you hungry, K-3: animal training, teacher keep your distance, same eye contract, soft voice, moves slowly. Remember our space.

**Clip 5:** Plan One: moves in every direction, born to do, learn how to be a horse again. All the negative emotions: Seabiscuit had to go through his first training sessions.

**Clip 6:** Take him till he stops, lets him be free/wild, amazing animal, same words woo, let it boy, clicking sound with his voice, K-3: how to encourage.

**__INTASC Standard 6__. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.**

**__INTASC Standard 10__. School and Community Involvement - The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.**

**__Fly Away Home Movie__** **__Clip 1:__** attention, birds in house, can you handle this, inherit more problems, geese learn everything from there parents, parental influence, teach responsibility to her dad. (Trust) Learning through imitation, willing to ask for help, EQ: emotional intelligence. Imprinting: this video promotes bonding.

**__Clip 2:__** Use of the same voice, "hey" terms and stick with them. Bonds. Stoking, rocking, soft music, dads take off shirts when have a newborn, improves the growth weight.

**INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.** **INTASC Standard 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.**

**CCII-9/1/10** **__Soldier__** **Clip 1. - Babies crying, evaluating the demeanor of the babies, were they aggressive, 1-A: Vietnam nurture, all babies kick off their covers** **Clip 2. – Student-soldier was Todd, age five, subjected to conditioning, desensitizing, aggression, and brainwashing with viewing of the dog-beast fight.** **Clip 3. - Dog and beast fight, when there was blood, students were taught not do look away. Timed puzzles tests, motor tests, indicated right or left handed to evaluate the students-soldiers.** **Clip 4. – Students soldiers were age 12, running, the truck ran over the slow student soldier, observed the survival of the fittest, student-soldiers were trained to kill, obey, and hate.**

Week Two Theorists: 9/1/2010 **INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.** **INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.** __Jean Piaget__ __Stages of Cognitive Development__ Annotate, please for observations __Piaget’s Theory__: 4 year old, Psychological Test on Concentration, Theory of Mind, Egocentrism, Water Test: Conservation of Water, Deductive Reasoning-hammer-glass breaks-feather-hammer test, Theory of Mind- crayons and candles, Conservation of mass- chocolate, splits it, Balance Test- balance on one leg. [] (Piaget),

__Commercial: 4 stages of Piaget’s Theory__ Sensorimoter Stage: siren: doesn’t know what it means (child). Preoperational Stage: hears the siren knows it is something bad, but doesn’t know what is means. Concrete Operational Stage: developed reasoning but they are concrete, knows your suppose to stop at siren but doesn’t know why. Formal Operational Stage: knows what the siren means, why they need to stop, they now have abstract reasons abilities. [] (stages),

__Montessori Schools: Montessori Method__ Frustration in schools, and to compete. Multi-age grouping, individualism programs, methods of learning. Projects: independence, engaged peer teaching, self esteem, all senses to be used. Montessori kids grow by focusing on physical, spiritual, emotional, and mental needs. Kids are involved, busy, and have jobs and are in charge. [] (Montessori),

__Maria Montessori__: Education is a natural process, spontaneous in the human being. Child acts on his environment-experiences. Constructs knowledge in the environment, learning is something naturally. Young: great learning takes place. Absorb in work-normalization. Concentration was the key. Grow intellectual and mentally. Internalization-concrete representations, on their own pace. Background on Maria born 1870 in Italy, studied Medicine. Gave speeches on work conditions and women’s education, equally pay for equal work. Educational Principles-Children’s House-core ideas of educational practice of young children. Expanding the Movement: refined development practices and theories, worldwide spread of educational practice. Last Legacy. []

__Vygotsky__: zone of proximal development, level of independent performance, teacher hints or gives clues: higher level with help-assisted performance. ZOP, in between the independent and assisted level, here the teacher must focus their attention. Social Interaction-higher level. The stage is not static; it shifts, when the student develops more complex skills. 3 implications rethink of interference, (hints), unassisted performance level-doesn’t give a true picture, rethink of developmental appreciate, rethink of developmental skills. Most effective learning-higher level ZOP, not at lower. Provide –just beyond on their own but within assistance. Sensitive Intervention can operate a higher level. (Active intervention) []

__Lev Vygotsky__

**1. Content** **Pedagogy:** **The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.** URLs [] [] (scaffolding) [] (ZPD) Clips to annotate __BASIC information__ Born 1896-Russian. 1917-University of Moscow. Literature-secondary education. Research in cognitive and language development relation to learning-Educational Theory. Acquire knowledge of young children, minimal help from adults. New Idea-children intelligence should be judged no by testing but there are detailed observations. Cognitive and Social Development work together. Families, Status, Education, Culture, Environment, Community shaped us from zero to twenty-four years of age. Play based activities-senses are engaged. Values and Beliefs-adults and young children around us every day. Big Idea- Zone of Proximity. Subtle State. Cognitive development in scaffolding is similar but not identical. []

__Social Constructivist approach to learning__ History of Vygotsky. Field of Education and Developing Psychology wrote six volumes. Learning as social construct. Changed the face of learning theory. Social Context acknowledged. Construct interaction with communication, peers, and parents. []

__Theory__ Introduction-learning impacts development, concept the symbolic nature of number. Children construct knowledge. Learning can lead to development. Development can’t be separated from social context. Language plays a central role in mental development. Use strategies to further intellectual capabilities. ZOP Development: between independent and assisted, teacher must focus on. History of Vygotsky. How we think? , What we think? . Move towards independent learners. []

__SCAFFOLDING*__ Prompts external support- during initial steps, verbalize the steps, list of in students made explicit. Renew/Internalize the information, move away from scaffolding. Scaffolding is not permanent. []

__Differentiation and Scaffolding (secondary) (benefits)__ Michelle-high schoolteacher. Barriers-general low skill levels, confidence. Differentiated lesson plan for all students. Applied Scaffolding, Modeling, and Base Line. Gave opportunities, skills to increase learning, and expectations. []

__Primary Grades impact on a lifetime of learning (need for intellectual self-regulation)__ Self directed learning scaffolding. Greater challenges with fewer resources. Video games take the place of social interaction. ZPD. Scaffolding from the assisted to the independent performance, teacher must have a plan for levels of learning. Student is an active participant. Mastery of cognitive process-goal of learning. []

__Vygotsky__: Children construct knowledge, involves learners creating their own representation of new information. Co-Contruct: involves more than one human. Block Test-ability to discover categories. Opposing View: Behaviorism. Learning can be complex, naturalization of pre-requirements of certain language. Strategies to further intellectual capabilities. ZPD. [] (4 min, social constructivism link to Piaget)

__Zone of Proximal Development__- is the zone between the assisted and independent performance, where the teacher must focus his or her attention on. Students A and B in the clip. __Scaffolding__ is an external support system to aid in assisting the student to advance in a higher level of learning. [] (2 min, define ZPD and scaffolding)

__Differentiated Teaching-Ken Robinson__. Kids will take chances. Kids don’t fear of being wrong. Inflation of academic abilities. Dance School Example. Intelligence on 3 things, diversity, dynamic and distinct. [] (8 min, amusing)

__Elements of Differentiated Teaching__: 1. Content 2. Process 3. Products Differentiated teaching is an approach to the premise that we must adapt instruction to student’s differences. Teacher separated in groups, have different results. Math Lesson. [] (6 min, math lesson model on differentiation)

__Michelle-high schoolteacher__. Barriers-general low skill levels, confidence. Differentiated lesson plan for all students. Applied Scaffolding, Modeling, and Base Line. Gave opportunities, skills to increase learning, and expectations. [] (2 min, explanation for high school differentiation)

Prompts external support- during initial steps, verbalize the steps, list of in students made explicit. Renew/Internalize the information, move away from scaffolding. __Scaffolding__ is not permanent. [] (6 min, scaffolding described)

__Lawrence Kohlberg__ **INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.** **INTASC Standard 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.**

Observations…. how will you work with moral development? I would work with moral development by promoting social interaction with groups of students to promote honesty, fairness, and respect for others.

__Brief Theory__ Theory of moral development 1. Post Conventional- college years; develop their own ideas on important issues based on principles, alternatives are considered. 2. Conventional- teens learn to conform to others, rules and laws upheld, middle school development. 3. Pre-Conventional- kids learn of fear and punishment, self interested, learned in childhood development. []

__Theory more in depth__ Six staged of Kohlberg:

1. Pre-conventional Stage: punishment, obedience, forceful in rules, the stick, and child doesn’t understand right and wrong, threat of punishment, small child. 2. Instrument of Relativity Stage: reward, bribery, learns that a reward for doing something good is the right thing to do. 3. Conventional Stage: peer pressure, concern for the group determines being accepted in the social group, right and wrong. 4. Law and Order Stage: view the wider society, orientation where decisions are determined by legal structure, moral issues-oriented society at large, what is legal becomes the definition of good and bad. 5. Post-Conventional Stage: orientation of social contract, have moral principles but are not committed in them, admit to have different moral principles with others, example Congress: compromising on principle of the United States. 6. Universal-Ethical Principles: MLK Jr. committed his life to a higher law, adhered to the higher law through non-violence, and transcended his own life, ultimate moral principle. [] __12-year-old moral dilemma__ Kohlberg’s Moral Development Theory: 12 years old-7 grade, Right and Wrong Dilemma: it was wrong The gentleman didn’t do the right thing, gave reasons why. Level 1: obedience and punishment, Shane age 7, not the right thing Level 3 or 5: not committed in her moral principles, not right or wrong Level 5: older woman, not the right thing to do, gave reasons why other resources. []

__Another level, brief and it might introduce new vocabulary__ Ethics-understand of life Moral Theories: frameworks to decide/how to act. Consequentialism: theory that emphasizes the result of the actions. Deontology: the requirement to act morally in the respect of the outcome. Bio-Ethics: principle based theory; ethics of biology brings together biology research and applications. Autonomy: the right of individuals to make their own decisions. Nonmaleficence: one should avoid causing harm. Beneficence: positive steps should be taken to help others. Justice: the benefits and risks fairly distributed. Tools for Ethical decision-making: No one moral theory is correct. []

William Glasser **INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** URLs [] []

Clips __Glasser himself__ Reality Therapy and Choice Theory-Dr Glasser. Purpose-teaching choice theory to the world. Teach what is a choice. Choices-mental healthy. Good things: helping habits, and there are harmful habits. DSM4-human relationships, inaccurate. Choice theory helps yourself and others. []

__Reality Therapy__ Bob Hoglund- is a senior faculty member. Reality Therapy in UCLA. Used in education, health, business, and psychology working with others for personal responsibilities, self-evaluation, and planning for change. Two components Counseling and Questioning Process: Environment-know students, stay focus on issues at hand, Never give up-belief change is possible. Questioning Process. Want, Doing, Evaluate, Plan. Get a Commitment, Do the plan, and Follow the Plan. []

__Needs__ Basic Needs- Choice Theory: survival Quality World Perceptional System Total Behavior Psychological needs: power, freedom, love and belonging, and fun []

__Relates to Student Behavior__ We can’t make them learn. Learning how to work with students. 1. Establish involvement with the student. 2. Focus on the behavior. 3. The student must accept the responsibility for the behavior. 4. The student should evaluate the behavior. 5. Develop a plan. 6. Make a commitment to follow plan. 7. Follow up and Follow through. How can be used in classroom 1. Class Meeting. 2. Clear Communication of Rules 3. Plans and Contracts. []

__Song for fun__ Rudolph Song: Basic needs, Glasser Theorists, Reality Theory, and Identity. []

CCI __8/25/10__


 * __INTASC Standard 10__**: School and Community Involvement- The teacher fosters relationship with school colleagues, parents, and agencies in the larger community to support student's learning and well-being.


 * __Hoosiers Clip 1__**

The clip showed how the coach diffuse the situation with politeness and respect. In the clip, he heard their advice, and was a good listener. The point of being a good teacher was not to defend himself but just listen.


 * __INTASC Standard 9:__** The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * __Hoosiers Clip 2__**

The clip showed that he had the authority, that he was the coach and leader of the basketball team. He was assertive to gain the respect of the team. This is no popularity contest.


 * __INTASC Standard 7:__** The teacher plans instruction based upon knowledge of subject matter, students, the community, and the curriculum goals.


 * __Hoosiers Clip 3__**

Analyzed the team, did a meet and greet with the team, he would learn from them as much as he would teach them. He also would be shown respect from the team in his decision to let certain players go.


 * __INTASC Standard 9__**: Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * __Goodbye Mr. Chips__**

In the clip the difference between a passive teacher (Mr. Chips) and the authority figure (the administrator). The administrator establish a punishment for the insubordination of the students, the teacher did not set boundaries or rules as his first assignment. Mr. Chips did not establish himself the moment he got into class as the person of authority whom the students should respect.

**Week 1** **Power Teaching**

**INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**. The clip showed Mr. Numbers with his Magic Math for 7’s multiplication, learning the tic tack toe (Magic Blackboard) for numbers. Making math fun and easier to learn the multiplication table. [] ,

**INTASC Standard 9. Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.**

The clip showed 10 motivational quotes to live by including Robert Frost, Aristotle, Michael Jordan, and Einstein among others. [] ,

**INTASC Standard 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.**

The clip demonstrated how our genes determined physical characteristics. How genes determine how we act and behave. Genes help control how we interpret our environment. Our culture is a stronger influence not parents on how children interpret our environment. Children not parents determine their own future; it depends on which genes are on or off. The present and future studies on genes will determine how to fight or prevent disease and will examine what makes us tick. [] (nature v. nurture)

**Power Teaching Observation Task 1** **College - Philosophy class and power teaching (whole brain teaching)**

**INTASC Standard 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.**

The clip demonstrated some power teaching elements, such as It’s Cool, as a tool to demonstrate its ok if you don’t have the answer. This element makes the student feel comfortable within the classroom. He discussed the Micro Lecturing, in which the students would be doing most of the taking; he used a lot of repetition to his students to reinforce the content. []

**INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.**

In the clip, there were a lot of hand gestures both by the students and the teacher to engage the class. He used such hand gestures such as the 10 fingers woo and the rolling woo. He lets the students become teachers when he uses the power technique of “teach”.

**What tools for engagement do you observe?**

I observed the 10 fingers woo, and a rolling woo as hand gestures to engage the class.

**What strategy for encoding does he use most?**

The strategy for encoding was repetition as a means to prove too him that the students were engaged and retaining the content. Used as a comprehension check.

**College – Aristotle’s Four Causes**

**INTASC Standard 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**.

In the clip, the teacher uses a plastic triangle to teach his students about Aristotle’s Four Causes, what is it made of, where did it come from, what it is, and what use or purpose does it have. He gave hand gestures to engage his students such as the 10 fingers woo, and the students would mirror those gestures with high energy. Throughout the class, the students were active and student teachers. He made learning fun for his students. []

**What do you perceive to be one of the essentials of power teaching from observing this clip?**

Hand gestures were used to engage the students, and allow students to be teachers. He also used repetition as a comprehension check.

**High School Math on Slope**

<span style="font-family: TimesNewRomanPS-BoldMT; font-size: 14pt; margin-bottom: 5pt; margin-left: 0in; margin-right: -0.5in; margin-top: 5pt;">**INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.**

The teacher used hand gestures to engage her students to be active participants in class. The students would mirror her gestures to prove comprehension. She also used the “teach”, as a technique for her students to become teachers. []

**Make two more observations about the “essentials of power teaching”**

The teacher used the “class” power teaching technique to gain the attention of the students. The teacher used rewards as an incentive with learning.

**6th Grade Math Class Operations**

**INTASC Standard 1. Content Pedagogy The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.** The teacher gained attention of the class with the power teaching technique of “class”. The teacher used hand gestures and the students would mirror those gestures. The teacher also used the “teach” power teaching technique, where the student would become the teacher, and tell their neighbor about the order of operations. []

**How long does she talk before she expects the Ss to review?**

The teacher talked about 30 seconds before the students review.

**What role does positive reinforcement play here?**

The teacher used smiley faces as a reward for her students, and the power teaching element “It’s Cool” to reinforce positive interaction between students and the teacher. This enforces a positive environment where learning is fun and the students want to please the teacher.

**4/5th Grade Teacher is 11 years old here**

**INTASC Standard 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.**

The clip showed a student teacher that used power-teaching techniques, to lead her critical thinking discussion. Such power techniques include hand gesture), (scoreboard) extra and dextracreit, and teach. []

**How does she outline “expectations” or “standards” for participation?**

To engage the class she uses hand gestures and expects the students to mirror her gestures and asks for standards of high-energy participation. She gives the class a reward incentive with extra and dextracredit, to become more engaged in the lesson.

**How does she keep the discussion open ended?**

She leads the discussion but asked questions to the students, and the students’ responded by voicing their opinions. She also allowed for disagreement amongst the students, and does not say if they are wrong, a very open dialogue. She called the students by name and used various forms of energy to engage her students. **Critical Thinking Skills in 4th Grade**

**INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.**

The teacher used such power techniques as hand gestures which the student’s mirror. The power technique used was “class and yes” technique. Also another power technique was the “switch and teach” technique, which teaches your neighbor what you have learned. There is high level of excitement and energy in class. When the teacher comes to center or gives a zero noise signal, it indicates a new point is being introduced. []

**What impact would this style of teaching make in the schools you have seen?**

The impact would be more social interaction between students and teachers; it would engage the learners and make learning fun. [|**dixidwiki**]

**College instruction on the Basics of Power Teaching**

**INTASC Standard 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.**

The teacher taught the six power teaching techniques, with “class-yes (attentions), teach-ok (student teaching), scoreboard (smiley face, extra credit/deextracredit), micro lecture (teacher talks for 30 second intervals), hand eyes (to the front of the class), and comprehension check (listen to students). It takes about 20 mins for the class to learn the power teaching techniques. []

**What role do these elements play in this lesson?**

Humor: It makes students feel comfortable in class, and makes learning fun Gestures: it engages the class and makes the class active Refocusing: zero noise signal, brings the class center so the teacher can introduce a new point **What is the most unique thing you see in this clip?**

The most unique thing I saw in the clip was the class was energized, engaged, active participation and mirror hand gestures. The kids were enjoying the lesson plan.

**Classroom Rules**

**INTASC Standard2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.**

The teacher discussed the five room classroom rules: 1. Follow directions quickly. 2. Raise your hand for permission to speak. 3. Raise your hand for permission to leave your seat. 4. Make smart choices. 5. Make your Dear Teacher Happy

You can prompt your class to engage the teacher, and then give the rule. []

**Compare and contrast the ways he presents the rules. What do you see?**

The elementary rules are flashier, colorful, and have characters, and you need to remind them almost constantly. Use silly voices and mimic. The secondary are less flashy, plain and simple, no color or character. Remind them of the rules at start of each period.

**Smart Board and Mr. Howard**

**INTASC Standard** **6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.** The use of the smart board allowed for efficiency, and allowed textbooks and other computer applications to be viewed on the smart board. [] **Where can you find one of the boards to learn how to use them?**

You can find a smart board online, or email Mr. Howard on his school faculty home page to ask him. (www.upson.k/2.ga./us/ulhs/rhoward/)

**Another lesson on Power Teaching**

**INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.** The clip reformed the power teaching technique, such as the “class-yes” technique. Use variety with the techniques and link concepts. Practice the rules-the concepts turn into classroom behavior. Let them know whose in charge and give them the queue. Don’t go into teaching if you plan to repeat yourself. []

**Variety….is part of this method’s appeal. What does this method do for his “enthusiasm” and “creativity”?**

<span style="font-family: TimesNewRomanPS-BoldMT; font-size: 14pt; margin-bottom: 5pt; margin-left: 0in; margin-right: -0.5in; margin-top: 5pt;">**INTASC Standard 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.**

It encourages the class to be engaged, active and new. If there were no creativity, boredom would set in. You might also lose those new power-teaching techniques because the learning is not fun anymore.

**You will have seen many more links to examples of Power Teaching.** **Find one and ask two questions for others to respond to after you view it.**

**INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.**

**Whole Brain Teaching: Mind Soccer** []

Was the whole class engaged during the Mind Soccer Activity? What was the only rule in Mind Soccer?