Teaching_LearningSkills_21stCentury.pptx

The slides showcase pedagogies for regular and SPED.

1. International Training Workshop 21st Century Teaching – Learning Pedagogies for Regular and Special Education REYNALDO B. GARNACE, D.A., J.D. SPED - GENERALIST NEW YORK CITY DEPARTMENT OF EDUCATION

2. What is 21 st Century Education? Let’s watch this! https://youtu.be/DDAOQYg4fKQ

3. What did she say in an international conference? 90% Youtube and Internet 10% Teacher Ignition Next Slide: Please brainstorm and recite. How is 21st century skills applied in the teaching-learning process?

4. Classrooms of Today versus Classrooms of Tomorrow

5. Learning Before Teacher-Centric Learning Lecturer on the stage Students take notes/given notes Every student is given the same learning experience Every student goes through the same learning activities Now Student-Centric Learning Social collaborative learning Flipped learning Blended learning Personalized learning

6. In 21 st Century Schools, students work on complex, challenging tasks that require them to think deeply about subject matter and manage their own learning collaborate with peers, teachers, and experts on meaningful tasks using higher order thinking Use technology to make decisions, solve problems, and create new ideas

7. Characteristics of a 21st Century Learner DEPARTMENT OF EDUCATION http://tccl.rit.albany.edu/knilt/index.php/Unit_1_-_The_21st_Century_Learner http://roryjonmanning.com/Scholar.html by Palfrey and Gasser Knowledge Network for Innovations in Learning and Teaching (KNILT)

8. http://nicholasroseth.com/wp-content/uploads/2012/08/21st+Century+Word+Cloud.jpg

9. https://edorigami.wikispaces.com/21st+Century+Teacher The Risk Taker Characteristics of a 21st Century Teacher The 21st Century teacher, as a risk taker, must have a vision of what s/he wants and what the technology can achieve to be able to identify goals and facilitate learning take risks and sometimes surrender to the students’ knowledge and use the strengths of these digital natives to understand and navigate products have students teach each other

10. DEPARTMENT OF EDUCATION http://www.teachthought.com/learning/25-critical-thinking-strategies-for-the-modern-learner/ What must 21 st century teachers do to develop critical thinking in students? Commitment Competence Creativity Compassion Character

11. 20th Century Learning VS 21st Century Learning DEPARTMENT OF EDUCATION 20 th Century Learning = learning content 21 st Century Learning = learning the tools and skills to remake the content to become the producer and creator ~Diana Rhoten www.youtube.com/watch?feature=player_embedded&v=c0xa98cy-Rw#!%20

12. "The greatest sign of a success for a teacher...is to be able to say, "The children are now working as if I did not exist.“ – Maria Montessori

13. Stories As Teacher of English (Movie/Speech Festival, Photo Essay, Parade of Gods) Literature Circle as a Pedagogy (Ireland Presentation) Bahamas Experience Teaching sciences Integrating research in sciences Joining Competitions Observations among teachers as a D irector US Experience/Journey

14. APPLICATION/SHARING/WORKSHOP ACTIVITY: Dressing up a 21st teacher/student. MATERIALS: Colored Cartolina , newspapers, pair of scissors, roll of scotch tape. OBJECTIVES: To be able to dress up a teacher and a student in ten minutes. Group should be composed of 10 members preferably. PROCEDURES: Group yourselves; choose a leader, and identify a model. Discuss how to dress up your models. Assign tasks to perform, then begin. Model the heroes. Assign someone to explain the concept behind the model.

15. Evaluation/Sharing How did you go through the process? What techniques did you do to perform the task? What were the strengths and weaknesses of the team? What were your benchmarks of the 21st century student and teacher?

16. WHY INNOVATE?

17. Literary Circle

18. Literary Circle

19. Workshop Divide the group to five. Assign a literary piece “The Mountain that Loved a Bird”. Let each group decide how to present the lesson applying any of the techniques. Consider: Multiple Intelligences Understanding by Design Brain-based Learning Design Thinking Project Based Learning Literary Circle Technique

20. Dr. Reynaldo B. Garnace Resource Person

21. Let’s watch these videos! LEARNING STATION https://www.google.com/search?q=sample+video+on+learning+station+for+high+school&biw=1280&bih=552&tbm=vid&sxsrf=APwXEdfdRkiYUyMdqPi89i0ZTT2OGcb2wQ%3A1680912125771&ei=_a4wZOrRLoOj5NoPmOmgoAE&ved=0ahUKEwiqxJ7R_Zj-AhWDEVkFHZg0CBQQ4dUDCA0&uact=5&oq=sample+video+on+learning+station+for+high+school&gs_lcp=Cg1nd3Mtd2l6LXZpZGVvEAMyBQghEKABMgUIIRCgATIFCCEQqwI6BAgjECc6CAghEBYQHhAdUJkDWNwXYIgaaABwAHgAgAGeAYgBsw2SAQQxMC43mAEAoAEBwAEB&sclient=gws-wiz-video#fpstate=ive&vld=cid:6cf15b14,vid:ZfB6SSfCmWc LEARNING CENTER https://www.google.com/search?q=sample+video+on+learning+station+for+high+school+in+the+Philippines&biw=1280&bih=552&tbm=vid&sxsrf=APwXEdd_NKfbGIxM_BWEYQqkahuTN8MBNg%3A1680912139456&ei=C68wZNCxG8Oq5NoPg5adkAw&ved=0ahUKEwiQ4-HX_Zj-AhVDFVkFHQNLB8IQ4dUDCA0&uact=5&oq=sample+video+on+learning+station+for+high+school+in+the+Philippines&gs_lcp=Cg1nd3Mtd2l6LXZpZGVvEAM6BQghEKABOgUIIRCrAlCJA1ibJWCKKGgAcAB4AIABuAGIAf0OkgEEMTMuN5gBAKABAcABAQ&sclient=gws-wiz-video#fpstate=ive&vld=cid:79d4d45a,vid:xtEsc-oohvc

22. What are Learning centers? - offer students a range of options for engagement - each center offers children a variety of carefully selected materials from which to choose - have a place to sit and work (e.g., a table with chairs or floor space) with shelves and materials surrounding the area - create a protected space where children can work independently or with classmates - may include art, blocks, books, dramatic play, library, math, music and movement, art and painting, puzzles and games, sand and water, science/discovery, and writing - a teacher may also add additional interest areas such as computers, outdoor, woodworking, and cooking

23. How Learning Center works? teacher selects materials and activities to support various learning standards and educational goals, integrating multiple standards and goals within each center might include materials that respond to the current interests of one or more children a good practice to encourage students to select which centers to work in, with whom to play and learn, the materials to use, and the reason or purpose for using them teacher’s role is to observe what students are doing, interact with them, and extend their learning actively engaged with the students, using the centers as a structure for teaching a teacher has conversations with children, gives information or feedback, carefully observes students as they work, scaffolds their learning, and gathers authentic assessment information for future planning

24. What are Learning Stations? - used to teach specific content skills, such as literacy and mathematics - has a specific purpose, goal, or standard for that particular content area - can be an area within the classroom - or simply a teacher-selected task, game, or activity that children explore/complete - can also be a particular task, such as a name activity or a letter sort game - may include ABCs, big books, Read or Write Around the Room, pocket chart, and songs and poetry - Math stations typically include a range of tasks from which the children can choose that are all focused on one particular concept, such as counting sets of objects or comparing numbers - students are all working on a similar concept but at their own level of difficulty (Phillips & Scrinzi, 2013)

25. DESIGNING LEARNING STATIONS 1. Identify the learning goal. 2. Are you trying to pique students’ curiosity about a culture or time period? 3. Are you trying to build background knowledge? 4. Or, are you emphasizing the inherent behaviors and understandings of a specific standard? 5. Often, learning stations are a way to differentiate skills students have already been introduced to during direct instruction. Not all stations in the lineup need to be about the same topic. If you want students to engage in critical thinking about grammar, vocabulary, analysis, and writing about something they are reading, you could create each station to address one of those topics.

26. Reading a short story, stations might include: - small group reading strategy instruction with the teacher; - mentor sentence analysis from the story; - connotation and denotation exploration in word choice; and - responding to an essential question or a standards-aligned prompt (ex – how does the setting impact the storyline) in writing.

27. DIFFERENTIATING STATION TASKS When you sit down to create learning stations, make sure to build in some differentiation. How might that look in middle or high school? 1. Use low-floor, high-ceiling tasks. 2. Give students ownership. 3. One of the most effective ways to ensure students are engaged in learning stations is to give them voice and choice. 4. Build in tiered activities. 5. Vary learning preferences.

28. CREATING AN EFFECTIVE GROUP WORK CULTURE Instructional strategies beneficial in creating an ideal culture that supports learning stations. 1. Involve students in creating the norms. 2. Build group work stamina. 3. Focus on evidence of learning. 4. Consider including a teacher station. 5. Use a visible timer. 6. Plan for fast finishers. 7. Have a back-up plan.

29. LEARNING STATIONS Objective : build background knowledge to enable you to fully understand and appreciate the story Instructions : Complete each station, recording your responses on the sheet provided . Each station should take 10 minutes to complete. At the end, you may have an additional 3 minutes to re­visit any stations or add on to your answers . PRE-READING

30. ABOUT ISRAEL: ARTICLE AND MAP Read ONE of the following articles on Israel: See handouts or go to: Basic : http://www.scholastic.com/browse/article.jsp?id=3751142 Detailed : http://www.bbc.com/news/world-middle-east-14628835 Summarize the article in 1-2 well-constructed paragraphs, with a focus on answering the question: what are the main sources of conflict between Israelis and Arabs? Label the locations indicated on the map STATION 1

31. VIDEO: WHAT IS THE KGB? Watch the following video: https://www.youtube.com/watch?v=xDBfoSq-l3U (Or look up on YouTube: “What was the KGB and why was it So Feared?”) Answer the following question in a well-constructed paragraph: what is the KGB and why is it so feared by Russians from the former Soviet Union? STATION 2

32. POETRY SLAM/VOCABULARY Watch the following video of a spoken word poem performed by two teen girls: https://www.youtube.com/watch?v=UCUz2b050lE (Or go to YouTube and look up “Muslim and Jewish girl poetry slam”) Answer the vocabulary questions What is the main message or theme of this poem? STATION 3

33. PHOTOGRAPHS: SOVIET RUSSIA View the photos on the next slides showing daily life during the last days of Soviet Russia. Write a journal entry from the perspective of a person living there during that time. Record what daily life is like—from an economic, social and emotional standpoint. STATION 4

34. STATION 4 Bleak: Siberians line up outside a shop in Novokuznetsk, Russia, in a sign of the economic decline that had beset the country in the final years of communist rule

35. “What, of This Goldfish, Would you Wish?” By Etgar Keret Name one new thing you learned today through the learning stations. How did the experience change or impact the way you see any of the countries or cultural groups studied? REFLECTION

36. Word Study Station Listening Station Writing Station Next

37. Reading Station Fluency Station Next

38. Researchers say that... Learning stations technique is more effective than the traditional teaching method. (Aydogmus & Sentgurk, 2019) Learning stations created a dynamic classroom, which prompted students to engage in selfregulatory behaviors and develop their knowledge and understanding.(Alsaadi & Sultan, 2021) The results revealed the effectiveness of learning the stations strategy in improving both mathematical power (i.e. mathematical knowledge and mathematical processes) and mindfulness for elementary classroom student teachers. (Nimrawi, 2020)

39. WORKSHOP Make a lesson plan employing application of 21st century skills and highlighting station learning as pedagogy in teaching inclusive class. Each one should make a lesson plan. but choose only one from the group to demontrate plan. Be ready for a 5-minute demonstration of the plan.

40. THANK YOU! RESOURCES: www.curriculumforthe21stcentury British Council Continuing Professional Development (CPD) Framework www.intel.com/education/ph https://www.readingandwritinghaven.com/how-to-create-learning-stations-with-movement-engagement-and-differentiation

41. References Beer, Donald R., Marcia Invernizzi, Shane Templeton, Francine Johnston . Words Their Way . Prentice Hall: 2008. Buck Institute for Education. Project-Based Learning for the 21 st Century. http://www.bie.org/ --PBL Starter Kit. BIE 2009. Barell, John. Problem-Based Learning: An Inquiry Approach. Corwin Press: Thousand Oaks 2007.

42. Works Cited http://www.thomasarmstrong.com/multiple_intelligences.htm http://www.education-world.com/a_curr/curr054.shtml http://naungancinta.files.wordpress.com/2008/04/multiple_intelligences_diagram.jpg http://www.pz.harvard.edu/Research/MISchool.htm

43. Classroom Management Strategies for Inclusive Learning Dr. Reynaldo B. Garnace SPED - ELA/Generalist New York City Department of Educatio New York, USA August 18-19, 2023

44. Today’s Agenda The Characteristics of an Effective Teacher Effective Behavior Management Strategies Organizing and Managing the Learning Environment Designing Lessons to Enhance Student Learning Closing Activities

45. Goals and Objectives… To identify the characteristics of effective teachers To understand why children misbehave and identify effective strategies for dealing with student misbehavior To identify techniques for organizing and managing effective learning environments To identify characteristics of effective lesson planning To identify resources and materials dealing with positive and effective classroom management

46. Classroom management is… …all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place. Two major goals… To foster student involvement and cooperation in all classroom activities To establish a productive working environment. -First Days of School, Wong

47. Characteristics of a Well-Managed Classroom… Students are deeply involved with their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is work-oriented, but relaxed and pleasant.

48. A well-managed classroom is… A task oriented environment A predictable environment Is ready and waiting for students

49. In summary… An effective teacher… Has positive expectations for student success Is an extremely good classroom manager Knows how to design lessons for student mastery

50. Proactive Intervention Strategies Classroom Rules Classroom Schedule Physical Space Attention Signal Beginning and Ending Routines Student Work Classroom Management Plan adapted from the Tough Kid series, and CHAMPs

51. Teachers who are ready maximize student learning and minimize student misbehavior.

52. A smooth-running class is the responsibility of the teacher, and it is the result of the teacher’s ability to teach procedures.

53. Classroom Management Plan…

54. Classroom Management Plan… 8 Components: 1) Level of Classroom Structure – based on risk factors of your students. 2) Guidelines for Success – attitudes, traits, or behaviors to help achieve success. 3) Rules – specific, observable, and measurable behavioral objectives 4) Teaching Expectations – What, how, and when expectations will be taught

55. Classroom Management Plan… 5) Monitoring – How you will monitor the progress of the expectations. 6) Encouragement Procedures – How you will encourage students to demonstrate motivated and responsible behavior. 7) Correction Procedures – How you will respond to irresponsible behavior. 8) Managing Student Work – What procedures and systems you will use to manage student work.

56. CHAMPS video… https://www.google.com/search?q=CHAMPS+Video&sxsrf=AB5stBhGaKxI6SZGQQGrqjMvKuD8d97uHw%3A1691453283569&ei=Y4fRZLKrIumf4-EP1v2RiAk&ved=0ahUKEwjy6PvA4suAAxXpzzgGHdZ-BJEQ4dUDCA8&uact=5&oq=CHAMPS+Video&gs_lp=Egxnd3Mtd2l6LXNlcnAiDENIQU1QUyBWaWRlbzIHECMYigUYJzIKEAAYgAQYFBiHAjIGEAAYFhgeMgYQABgWGB4yBhAAGBYYHjIGEAAYFhgeMgYQABgWGB4yBhAAGBYYHjIGEAAYFhgeMgYQABgWGB5IsylQtQZY0RNwAXgBkAEAmAGRAqABwwaqAQUwLjQuMbgBA8gBAPgBAcICChAAGEcY1gQYsAPCAgcQIxiwAhgnwgIIEAAYHhgNGA_CAggQABgFGB4YDcICCBAAGAgYBxgewgIKEAAYCBgHGB4YD8ICBhAAGAcYHsICChAAGAUYBxgeGArCAggQABiKBRiGA8ICBRAAGIAEwgIGEAAYBRgewgIGEAAYCBgewgIGEAAYHhgP4gMEGAAgQYgGAZAGCA&sclient=gws-wiz-serp#fpstate=ive&vld=cid:3f47f89c,vid:FGEBuzYA6tY

57. CHAMPs… C onversation: Under what circumstances, if at all, can the students talk to each other during the activity. Can students engage in conversations with each other during this activity? If yes, about what? How many students can be involved in a single conversation? How long can the conversation last?

58. CHAMPs, cont. H elp – How do students get their questions answered during the activity? How do they get your attention? If students have to wait for help, what should they go while they wait?

59. CHAMPs, cont. A ctivity – What is the activity? What is your expected “end product”? This will likely change daily, according to your lesson plans.

60. CHAMPs, cont. M ovement – Under what circumstance, if at all, can students move about during the activity? If yes, for what? Pencil Restroom Drink Hand in/pick up materials Other… Do they need permission from you?

61. CHAMPs, cont. P articipation – What does appropriate student work behavior during the activity look/sound like? What behaviors show that students are participating fully and responsibly? What behaviors show that a student in not participating?

62. “No improvement will occur in instruction until the classroom climate improves.” “Classrooms have personalities just like people.” -63 Ways of Improving Classroom Instruction (Gary Phillips and Maurice Gibbons)

63. The Correct Question… DON’T ASK: “What am I going to cover tomorrow?” DO ASK: “What are my students going to learn, achieve, and accomplish tomorrow?” The role of the teacher is not to cover. The role of the teacher is to UNCOVER.

64. Learning has nothing to do with what the teacher COVERS. Learning ahs to do with what the student ACCOMPLISHES.

65. Essential Questions What do I want all students to know and be able to do at the end of this lesson? What will I do to cause this learning to happen? What will students do to facilitate this learning? How will I assess to find out if this learning happened? What will I do for those who show through assessment that the learning did not take place?

66. References …. Lisa Smith, Instruction/Behavior Consultant Upper Cumberland Special Education Cooperative Phone: [phone] Email: [email protected] Keith Lakes, Behavior Consultant Upper Cumberland Special Education Cooperative Phone: [phone] Email: prtcnet.org