Erin+C.

__**Dec. 8- Final**__ http://www.youtube.com/watch?v=CiiO3ZchzUw

__**Nov. 17- Week 12**__ ** INTASC 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 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. **

Lean on Me? Two boys walking on railroad tracks, talking about cigarettes and junior high, two boys are friends, one is smarter than the other and they’re talking about getting split up and put into different classes, talk about mighty mouse and superman

The Pistol Stormy night, dark house, little boy looking outside, pictures of family on the wall, strong in basketball, kid playing basketball in the rain, car pulls up and man gets out, dad gets out of car and starts playing ball with little boy, kids going to school, short kid, kid in class saying pledge of allegiance, teacher is going to talk about dreams and particularly the American dream, in 8th grade all he wanted to be was a great basketball player, kids excuses himself from class, dad’s at basketball practice, little boy wants to work out with the team, motivation

__**Oct. 27- Week 10**__ **INTASC 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.**

**INTASC 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.**

Cana- different/various activities

Chris- interesting collage

Sabrina- storybook to teach a lesson

Chelsea- create story that students can learn from

Kimberly- putting your ideas onto something that can be placed in the classroom as a reminder

Ryan- integration of your subject/passion

__**Oct. 20- Week 9**__ **INTASC 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 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.**

Connie- Arthur Jensen · Graduate studies in mid 40s, current professor at UC Berkley, genetics were the basis of differing test scores, believed in the g factor, two levels of ability, · Never make assumptions in the classroom based on race · Great job engaging the class

Marjori- Carol Dweck · Professor at Stanford, belief in intelligence has significant impact on schoolwork, the entity theory of intelligence-they’re smart or not smart, the incremental theory of intelligence, they type of praise you give students will mold what they belief and how they will perform · The way in which you praise children can help them through difficult times · Good energy

Marva Collins · In IQ section of notebook, article by Murray · Started own elementary school, west end of Chicago, classroom is cramped and crowded, nothing new, teacher doesn’t have a desk and never sits down, no jeans and no t-shirts, 33 out of 34 students from the classroom went to college, clear articulate speech, · Marva Collins creed

Insights What idea can you steal

Marjori · The toolbox

Connie · The use of a poem

Bryan · Humor

AnnaLaura · Linking the past with the present

__**Oct 13- Week 8**__ ** INTASC 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 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. **

** INTASC 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. **

Ryan- Charles Spearman · Father of classical test theory · Systematic psychometrician, the g factor theory- follows the idea that all intelligent behavior is derived from one metaphorical pool of mental energy · Good use of power teaching

Chelsea- Binet · Explored intelligence and development · Binet-Simon intelligence test, objective was to advocate education for all children, Binet never left France · Good eye contact with the audience, good interaction

Kimberly- F. Galton · Eugenics and nature vs. nurture · Qualities were passed down->heredity, came up with meteorological theory of anticyclones · Fun activity to keep everyone engaged

Cana- Anastasi · Culture, intelligence within a culture is based on that particular culture · Test construction, test misuse, misinterpretation, and cultural bias were her main contribution, intelligence tests shouldn’t be used to label children · Lots of information but didn’t feel like I was being lectured to

Sabrina- Thurstone · Intelligent behavior is not from a general factor but from 7 independent factors · Primary abilities- 7 independent factors, however they were not entirely separate but they all played a part together, intelligence was from a general factor · Good interaction with the class

Bryan- Guilford · Fun and interactive presenter · IQ tests could not measure creativity, structure of intellect · Measured mental abilities including knowledge gained from factor analytic studies, created the structure of intellect model that could identify learning abilities and disabilities, discovered personality theory and measurement

Chris- F. Goodenough · Minnesota preschool scale, event sampling, questioned the use of IQ tests, child draws what they know not what they see · Draw man/draw woman test- gain idea of a child’s cognitive ability · Provided a lot of important information

AnnaLaura- Lewis Terman · Very enthusiastic · Major contributions- Mental testing, refined Binet-Simon test, studied gifted children · Intelligence quotient (IQ), believed intelligence was genetic and measureable, wanted to dispel early ripe- early rot, studied Terman’s termites and studied them over 35 years, termites were taller, healthier, better developed physically and more socially adept, all termites were white and many were middle/upper class, interested in eugenics,

__**Oct. 6- Week 7**__ **INTASC 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 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals**.

Kristen C. from Wicked- certain people have a huge effect on us, can change us for better or worse, people can help others grow, thought of my family and friends,

Kim- Space Buttons (BG) · Focus on centralization- relaxation exercise that helps reconnect functions between the brain and the body, helps you with centering, grounding, helps organize skills, activates the brain, improves learning skills, hold one hand touching upper lip and put other hand on back, hold while taking 3 breaths, reverse hands and do the same for the other side

Connie- The Cross Crawl (BG) · Exercises that use the midfield help to use both sides of the brain- integrated learning, language and critical thinking, sensorimotor coordination, information processing, balance and equilibrium, attention is focused, discerning up from down left from right->dyslexia,

Sabrina- Howard Gardner- Multiple Intelligence Theory · 8 dimensions of intelligence, there are 8 different ‘smarts’, linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist;

AnnaLaura- Robert Sternberg · Background, psychologist and psychometrician, triarchic theory of intelligence, not enough focus of street smarts, analytical-academic intelligence, creative or synthesis intelligence- drawing on existing knowledge/skill, practical intelligence- adapt to life based on existing knowledge, based on everyday life- street smarts; theory of cognitive styles- 4

HW- do videos found in class summaries and those are going to be the CC

__**Sept 29- Week 6**__ **INTASC 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.**

A-Differentiation in Action · A man describing what hes going to be working, content process and product, approach to teaching that teachers adapt instruction to students, man in video chose products, man is in front of room displaying his teaching method, divided class up into groups and gave them all the same article to read, gives them a length of time to finish questions so that they don’t spend too much time on one question, needs assessment- look for signs of difficulty or students struggling B- Blind Artist · Artist talks about character education, talks about how he got into art and what happened to him as a child, he displays persistence, C- Life Stories for Kids · Moral stories for children, allows children to relate, teacher telling class a story with enthusiasm, had great story telling skills, allows kids to think its important, D. Valedictorian Speech · Girl talking about the American public school system, not learning at the fullest, don’t learn all you could, MRF system, to think is to process in order to form an opinion, must retrain self, a world guided by fear, EQ decision · I agree that educators are focused on a goal, not on the path; they have one eye on the goal and one on the path, she might not be the brightest but she’s good at following direction · I disagree that school is about working and not learning, and that passion for learning is lost when children enter a school, she acts like the whole system is a conspiracy- educational conspiracy theory E. What are kids watching? · Clip from beauty and the beast of men, talks about how men are portrayed in kids television, men are supposed to be masculine, violent, women are about body image, supposed to be beautiful, F- Gender Stereotype in Education · Student going around asking students gender related question about education, most people tend to think the education is a women’s world but is leveling out today, goes on ask how gender affects the students Ryan- Carol Gilligan · First gives a background of the theorist, primary focus on the development of girls and young women, founder of difference feminism, men and women have different moral and psychological development, 3 stages of moral development, women and men have different psychological tendencies, dukes of hazard clip, men think in terms of rules and justice, film clip of Gilligan talking- gender binary and gender hierarchy-both are antithesis of democracy Chelsea- Karen Horney · Gives background info-biography, disputed Freud’s ideas, developed the theory of neurosis-continual battle to make one’s life bearable, Cheers clip, 10 specific neurotic needs, 3 coping strategies, believed that you’re born with personality traits, childhood is not set format, womb envy, genders need to be looked at specifically,

__**Sept 22- Week 5**__ **INTASC 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.**

Marjori-BG Double Doodle · Explains expectation for the class, students repeat and follow, explains what she is going to be teaching us- the three benefits of the double doodle, students are then asked to make shapes with both hands in the air, then they are asked to draw the same shapes at the same time on pieces of paper Chris-BG Gravity Glider · Explains the objective, safety info, and materials needed, we then watched a video on the gravity glider, told to teach each other what we had just learned, the gravity glider is supposed to increase coordination or organizational skills, supposed to release tension in the pelvis and hips Searching for Bobby Fischer · Little boy (Josh) is in the woods, starts watching men play chess and other games, then he finds a large chest piece replica, a man is standing behind him and asks to trade but he doesn’t want to Cana- Freud · The father of psychoanalysis, interested in dreams, Cana had each student read part of the presentation, Freudian slip, ballad of Freud, engaging students with clips and songs, reasons why Freudian ideas can help understanding children in the classroom, Emergent curriculum- · First developed in Italy, after WWII, based on social constructivist theories, all inclusive- intellectual, social and moral development, teachers are trained to understand how children learn, and consider themselves to partners or guides in learning, stay with the same teacher in 3 yr cycles Guided Reading- · Why its important-extra support, differentiation of teaching, should be done for every day, in guided reading skills are practiced, look at what skills they need to be a better reader Gender bias in Children books- · Reading of the first sentence of a children’s book, there are underlying messages in children’s books, messages can be damaging, girls need a man, boys need to violent,

__**Sept 15- Week 4**__ **INTASC 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 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.** Bryan- water · ‘drink that water’ on the board, clap hands to know class is ready, lists why water is good for the body, gives students information about water and asks them to repeat that fact to the class, then asks at random students to repeat a fact they learned, then toast to water Erin- owl · Write what I did for presentation Montessori school- · Seriation- little girl comparing locks and orders them from largest to smallest, then begins to play with the keys-an example of trial and error, · little girl- drawing and painting, take out and put away tools, now is setting up the table/arranging flowers, pulls off leafs and puts them into a pile on the table-not on the floor, repeats this with another flower, when finished she picks up her mess and puts everything away, pays a lot of attention to details, not rushing, learning to locate things in the classroom, knows the rules,

E.L. Thorndyke-Billy Elliot · Only psychologist to receive to award from American academy of science · 40 years of research- worked with cats mostly · 3 variables- we will learn when we are interested, we will get better at things in our learn if we practice, we sustain our interest in our practice when we are reinforced  boys school, boys are running-in gym class, two boys go off track and take different route, boy has a chum, one boy makes a homosexual comment, billy elliot wearing a pink shirt is trying to hide and make himself invisible, not a lot of confidence in himself, doesn’t want to break the rules of society and be caught, sneaking around and gets on bus and goes to the library and picks out a book on ballet, showing interest and initiative, takes the book when the woman isn’t looking, in a ballet school studying ballet, only boy in the class, practicing ballet in the bathroom, after a lot of practice gets gratification from teacher, after class goes running home

Gender bias in education http://www.youtube.com/watch?v=Uu_xsHfdD9U&feature=related

__**Sept 8- Week 3**__

INTASC 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 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 · A horse being brought to a man named Smith, Smith failed to see any signs of hurt, just looked the horse in the eyes, Seabiscuit was of good breeding but failed to live up to that of his father, didn’t display usual signs of a good racing horse, jockey was told to hit Seabiscuit many times to straighten him out but didn’t work, grew to be bitter and angry, then sold for mere pennies, when he did race he lost because that’s what he was forced to do while helping train other horses, identification with the aggressor, couple of guys are trying to beat up one guy while three men are trying to contain the horse, jockey is meeting Seabiscuit for the first time and offers him some food, horse running around the track, horse is taken out into the woods and allowed to run free,

Fly Away Home · Feeding the goslings, dad comes down the stairs and is surprised, girl explains how to care for the goslings, dad rushing daughter to school, dad goes to fish and wildlife and explains situation, game manager is explaining how to care for them, dad is seeking help and trying to problem solve, huge trust issue within family, daughter is playing with goslings, ducks are following the daughter and she runs, ducks are imprinting on the girl

__**Sept. 1- Week 2**__

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

INTASC 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.

Nature vs nurture: Soldier-

· Hospital, babies crying, doctors scanning the nursery and categorizing them by demeanor: by being loud and aggressive, all boy babies, kicked off their covers, · year 5 -they are wearing uniforms, watching a violent dog and hogs, conditioning and desensitizing the boys, aggression-can’t look away from what’s going on, brainwashing, boys are forced to watch the killing of the pig, boys are timed on how long it takes to put puzzle together, year 12- boys running, timed, holding a flag, one is falling behind, survival of the fittest

Jean Piaget Stages of Cognitive Development

[] (Piaget), the little girl thinks that the same amount of water poured into a new bucket means that there is more water in the new bucket, she then begins using deductive reasoning when the man is talking to her about glass, theory of mind- the little girl is given a box of crayons filled with candles then she’s asked what elmo thinks is in the box and she says candles because she knows, conservation of mass- the man has more chocolate, he then breaks her chocolate and she now thinks that they have the same amount

[] (stages), three women in a car demonstrating Piaget’s four stages, sensorimotor stage- baby hears siren and wakes up and cries, preoperational stage- playing with a fake gun, sirens go off and girl throws hands up as if being caught, concrete operational stage- girl bad mouths to mom, siren, girl tells mom to stop because teacher said so but cant say why, formal operational stage- girl on the phone, telling mom to stop because of sirens, girl understands why to stop and consequences if mom doesn’t

[] (Montessori), children can learn more at Montessori, little kids doing things they do at Montessori, lots of social interaction among kids, specialized programs for all kids at Montessori, allow to develop independence, peer teaching, kids grow by focusing on their needs, keeps kids involved in learning

[] education is a process concerning experience and is spontaneous, children construct knowledge from learning about the world, humans learn naturally, the early years are consumed with mental growth, child absorbs impressions, normalization- concentration is key, Montessori is a self constructed curriculum by kids, Montessori was born 1870 and only child, wanted to attend a largely male school, studied medicine, interested in women’s education and work conditions, wanted equal pay for equal work,

[] zone of proximal development- level of independent performance, when learning is structured differently children can learn at a higher level, level of assisted performance- within the zone of proximal development, child can perform at a higher level when they interact with others, this zone shifts as the child grows, three important implications-causes us to rethink how we intervene, important implications on how we assess children, causes us to rethink what is developmentally appropriate, teachers should be more active in the classroom

William Glasser URLs [] I wasn’t able to download this

[] There are 6 basic needs that people have which are fun, freedom, power, belonging, love, and survival. Most discipline problems come from children trying to achieve power. In the end we are only able to control our own actions, some of which are guided by relationship problems. Behavior is made up of 4 components, acting, thinking, feeling, and physiology.

Clips Glasser himself [] Purpose of institute is teaching choice theory to the world, can be taught to anyone who understands choice, good choices=helping habits, there are about 7 good habits, and there are deadly habits=harmful habits, book informs us that you can be diagnosed with mental illness you don’t have, you can learn there are a lot of things you can do to help yourself

Reality Therapy [] Bob Hoglund, Glasser developed theory to take control and be happy with their lives, consistent with choice theory, two components to the theory, must know clients and what they want, stay focused on issue at hand, never give up- work with people longer than they think they will, never give up on belief that change is possible, consists of 4 questions- what do you want, how do you want your life, what kind of relationships you want, what are you doing; what else can you do

Needs [] basic psychological needs- power, love, freedom, survival, fun, and belonging; everyone has a need to love and be loved, family and friends; power- accomplishment, achievement, impact, and recognition; freedom- all want to live the way we want; fun- laughter, play, learning; Bob is standing and lecturing in front of a class discussing the psychological needs; satisfy one and the others come after

Relates to Student Behavior [] you cannot make children learn, you must learn with them, establish involvement with students, focus on behavior, the student must accept responsibility for behavior, the student should evaluate their behavior, develop a plan, student must commit to the plan, follow up and follow through, can use class meetings, rules and contracts

Song for fun [] two guys dressed in Santa costumes teaching reality theory to the tune of Rudolf Reindeer

Lawrence Kohlberg

Observations….how will you work with moral development?

Brief Theory [] pre-conventional- kids learn a fear of punishment, self-interest, usually occurs in early childhood; post-conventional- young adults develop their own ideas on issues, alternatives are considered, ideas are based on principles, usually occurs around college years; conventional- teens learn to conform to others, rules/laws are upheld, usually occurs in middle school; I would use this theory in lesson planning and when disciplining students, it would all be based on their age level and development

Theory more in depth [] there are 6 stages- pre-conventional, punishment and obedience; instrumental- reward and bribery; conventional- 2 level ;law and order-decisions are made by law; post-conventional- social contracts; universal ethical principles stage- example Dr. Martin L. King

12 year old moral dilemma [] Alex- stage 4, is asked questions about morality, Older man- stage 5/6- asked the same question but has a similar answer, little boy- stage 1, asked same question has similar answer but different reasoning, woman- stage 5, gives reasoning toward her answer, but is similar to others, older woman- stage 5, gives similar answer to that of others, Shane- second little boy- gives the same answer with a child-like twist; obviously at different stages in life, people are going to give their reason as to why they answered the question in the fashion they did, it is important as an educator to understand that children at various levels are going to answer the same question in very different ways

another level, brief and it might introduce new vocabulary [] ethics=how we look at and understand life, moral theory, consequentialism, deontology, bioethics- 4 basic ideas are autonomy, nonmaleficience, beneficience, justice;

Lev Vygotsky [] basic theme of Vygotsky’s theoretical framework is that social interaction is fundamental in development, cultural development occurs twice in everyone’s life, zone of proximal development is dependent on cognitive development, full development of ZPD depends on the social interactions one has in their life, the theory is an attempt to explain consciousness, language plays a huge role in development [] (scaffolding) when someone supports another when working in the zone of proximal development, the person is helping, in a non-intrusive way, the other person who is less skilled in the particular area; a more experienced person is needed so that the new learner can complete the task; the degree of support is dependent on the learner [] (ZPD) only lectured on the ZPD 15 months before his death; it is described as the difference in a person’s ability to solve a task by themselves or with the help of others; characterized by a person being unable to complete a task without help from another; 3 key functions- Performance- Vygotsky was critical of traditional IQ testing and this was a possible way to compare differential scores between an individual's solo and assisted performance in problem solving, Interaction- An extension of the first phase, which emphasised the social aspects of assistance and guidance - rather than assessment of performance, Symbolic mediation- Further developments of the concept, taking it out of the immediate socio-interactional situation, and focusing on the symbol-mediated world in such activities as play; was first used to test intelligence Clips to annotate BASIC information [] man providing facts about Vygotsky, research was in cognitive and language development, was interested in educational theory, key question- how do children acquire knowledge, new idea-children’s intelligence shouldn’t be judge merely by IQ tests, children’s life is shaped by many things in life outside of school, much of child’s ability came through play-based activities, child’s path to knowledge is influenced by values of beliefs of adults and children that surround them, ZPD=support, learning and development are similar but not identical Social Constructivist approach to learning [] Was going to go into law, but went into education, died at 37, Piaget- focused on individual and their learning, Vygotsky- learning as a social construct, social constructivism, learning can occur within communities

Theory [] learning impacts development, learning skills can hasten development, children construct knowledge, learning can lead development, development cannot be separated from its social context, language plays a central role in mental development, children should use strategies to increase intellectual capacity, ZPD- area between independent and assisted performance, had an influence on how and what we think SCAFFOLDING* [] helps children with initial learning steps, supportive crutch, make an explicit list of instructions, gradually remove scaffold when child is up to par, more integrated practice, break down the structure into simpler parts until its internalized Differentiation and Scaffolding (secondary) (benefits) [] goes over problems students have within education, differentiation of education to find student success, need to model what to expect, all students need to be able to participate, differentiation can increase student skill level Primary Grades impact on a lifetime of learning (need for intellectual self-regulation) [] scaffolding- self regulating education, there are many problems while children are trying to learn, video games are substitute for social interactions, fewer resources, learning process is a shared activity, progressively shifts from teacher to student, ZPD- where teachers need to focus attention, student must be active in their own learning

[] (4 min, social constructivism link to Piaget) children construct knowledge, construction of knowledge occurs in children during interaction with objects, there are qualitative changes in children, learning can lead development, maturation prerequisites, learning impacts development, can hasten development [] (2 min, define ZPD and scaffolding) ZPD- area between independent and assisted performance; scaffolding- help received by a student from a teacher, instruction that can be taken away once the child can do the task independently, [] (8 min, amusing) kids learning out of the typical learning environment can be beneficial, kids are not afraid to be wrong, most useful subjects are taught first, academic ability is dominant, academic inflation, intelligence is diverse, intelligence is dynamic, intelligence is distinct

[] (6 min, math lesson model on differentiation) elements of differentiation are content, product, and process, teachers must adapt instruction to student needs, the task is broken down into smaller tasks and given to groups of students, teachers know when to differentiate by student actions [] (2 min, explanation for high school differentiation) goes over problems students have within education, differentiation of education to find student success, need to model what to expect, all students need to be able to participate, differentiation can increase student skill level, students succeed through feeling success

[] (6 min, scaffolding described) helps children with initial learning steps, supportive crutch, make an explicit list of instructions, gradually remove scaffold when child is up to par, more integrated practice, break down the structure into simpler parts until its internalized, allows students to accomplish tasks they wouldn’t be able to do otherwise,

__**Aug. 25- Week 1**__

Power Teaching Observation task 1 Magic Math for 7’s Multipication- Sets up a tic-tac-toe grid places numbers in particular places on the board, each corresponds with the number being multiplied by 7, it is a fun way to look at multiplication, and it is an easy way to understand how 7’s multiplication works

10 Motivational Quotes- Ten quotes designed to get you through the day

Nature vs Nurture- DNA dictates physical characteristics, scientists are studying whether they play a role in their social lives, debate on whether parents play a big role in their social lives

College Philosophy Class- Micro-lecturing, 10 finger woo, teacher tells students what to say and how and they do it, they repeat what he does, lots of interaction with teacher and students, lots of interaction between students and peers, if they don’t understand/repeat back then they’re not reprimanded,

What tools for engagement do you observe? The tools for engagement that he uses are hand gestures, the professor requires that his students simulate the hand gestures he is making throughout the class. He is very animated and requires his students to be so as well. The professor also calls on students to repeat back what he had just said, this keeps the students focused and engaged on the topics.

What strategy for encoding does he use most? The strategy the professor uses for encoding is that of repetition. He requires that the students repeat his words back to him and to other students.

College- Aristotle’s 4 Causes- Uses tools (plastice triangle), he asks students to discuss 4 causes before he lectures on it, students are very animated like the professor, asks students to follow gestures, mirror gestures made by students and teacher, students are teaching students

What do you perceive to be one of the essentials of power teaching from observing this clip? I believe that one of the essentials of power teaching is that the students teach other students. If the students are asked to teach the others they stay more engaged and are better at remembering the material.

High School Math on Slope- Asks students to mirror her actions, says ‘class’ to get attention, asks students to teach each other about what she had just talked about, students mirror students, very animated teacher, lots of clapping, lots of repetition of motions, interactive with students

Make two more observations about the ‘essentials of power teaching.’ Two more essentials of power teaching seem to be that the teach is very animated, making a lot of hand gestures, lots of repeated movements, and a lot of clapping. Another essential to power teaching is that students are rewarded for participating; they are rewarded for mirroring each other, the teacher, and making all of these gestures.

6th Grade Math Class Operations- says ‘class’ to get attention, she doesn’t lecture much, expects the students to teach each other, uses a lot of gestures to teach concepts, students mirror her gestures, then they are asked to teach what they just learned to their partners, lots of clapping and snapping, calls on different students, teacher walks all around the room,

How long does she talk before she expects the Ss to review? The teacher only talks for about 38 seconds before she asks the students to review.

What role does positive reinforcement play here? Positive reinforcement allows the students to stay engaged and on task. They take pleasure in learning the topics and are excited to learn.

4/5th Grade Teacher is 11 yrs old- reads paper to class, requires the class to fill in words while shes reading to keep them engaged, asks students to animate while they talk, gives extra credit for hand gestures, calls on various children

How does she outline ‘expectations’ or ‘standards’ for participation? The little girl expects a copious amount of hand gestures and that is her standard for participation. She tells the class that a lot of hand gestures are extra credit and that little or no hand gestures are ‘dextracredit.’

How does she keep the discussion open ended? The little teacher calls on as many students as possible. There are no wrong answers in this discussion, however students are allowed to disagree with each other provided an explanation. Everyone is allowed to voice their opinion, which keeps the discussion open ended.

Critical Thinking Skills in 4th Grade- Animated teacher, asks students to mirror gestures, asks students to teach each other what they’ve just learned, students use a lot of gestures, they seem very excited to be learning the material, the gestures help the students memorize/learn the material faster, the students are reinforced for good engagement/behavior, high energy, What impact would this style of teaching make in the school you have seen? I believe this style of teaching would engage students more so than the teaching methods that are used today. Students would be excited to learn because they would be allowed to be more involved in the learning process. They would be learning from each other rather than just a teacher, which provides a greater understanding and sense of accomplishment.

College Instruction on the Basics of Power Teaching- Use power teaching to teach power teaching, mirror voice and gestures, student teaching is key, micro-lecturing, teaching all 6 techniques of power teaching to students and student to each other, 6 techniques of power teaching- class-yes, teach-ok, the scoreboard, micro-lecture, hands and eyes, comprehension check

What role do these elements play in this lesson? Humor- helps to relax the class, makes learning fun and exciting Gestures- help in memory of the lesson, allow students to soak up more information better, micro-lecturing, increases students’ engagement/involvement in learning, Refocusing- being the students back to center, allow them to reengage on the teacher

What is the most unique thing you see in this clip? The most unique thing in this clip is how well the students accept and use this method of teaching. I know that if I were in the class that I would be a little hesitant to participate because it is not a style of teaching I am used to.

Classroom Rules- 5 classroom rules- follow directions quickly, raise your hand for permission to speak, raise your hand for permission to leave your seat, make smart choices, keep teacher happy, and the signs that go along with it, having rules posted doesn’t mean that they’ll be followed, elementary school rules should be presented first thing in morning and after recesses and before they go home, in middle school do at the beginning of each period, rules should be fun, student engagement is key

Compare and contrast the ways he presents the rules. What do you see? Rules for elementary level students should be fun and colorful. There should be lots of gestures and silly voices, things to engage the young minds. They should also be recited more often than with older children, possibly 4-5 times per day. At the middle school and high school levels, the rules are a little more direct. They are written on plain pieces of paper, however the teacher might have students recite the rules at the beginning of the period so there is increased class engagement.

Smart Board and Mr. Howard- Smart board looks like a fun tool that can keep students attention, because of the fast pace in which its used forces students to keep up, smart board has many uses- the ability to upload books/articles to be presented to the class, use of the internet for class, word processor; his class doesn’t seem as engaged/excited, more efficient way to keep all class resources in one place,

Where can you find one of the boards to learn how to use them? You can find a smart board online and learn how to use one at [|www.upson.k12.ga.us/ulhs/rhoward/] or by using an online resource.

Another Lesson on Power Teaching- Class-yes- used when you need your student’s attention, they should mimic your voice and the way in which you speak, student-teacher linked concepts, goes over 5- classroom rules, they must be practiced frequently because then concepts will turn into actual classroom behavior

Variety…is part of this method’s appeal. What does this method do for his enthusiasm and creativity? It requires him to be more creative and be enthusiastic to keep his students attention. There needs to variety because if there is a lack of it students will become disengaged and restless. There is a need for enthusiasm because it helps to excite students, if a teacher is excited then the students will be as well

Teaching English in Taiwan- Power Teaching [] Would the same techniques used here be ideal for use with older children? How could these methods be adapted for use with children with disabilities or other foreign language speaking children?IN