Teachers Finding a Work Flow

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Show Notes

Problem: Lean Teaching… how efficient, effective, and engaging is our teaching practice?

Workflow…

Keep in mind the following three things when considering one’s workflow: learner to learner engagement, instructor to learner engagement, and learner to outside expert engagement.

Google Classroom

Google Docs

Google Gradebook

Google Photos

Eportfolio

Sources: Lean Manufacturing – Wikipedia; Lean Thinking (Womack & Jones, 1996)

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Instructional-Learning Episodes That Promote a Dynamic Classroom Experience

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 Show Notes

Instructional-learning episodes: knowledge-skill; metacognition-cognition; far (new context)-near (similar context) transfer; reproductive (less complex)-productive (more complex)

Class

Essential question: How does a song communicate with you? (far-near transfer)

Brainstorm individually: emotions, people, events, etc. as a list. (knowledge – writing to understand)

Convert brainstorming list to Mindmap and take a picture (Cognition, learning strategy, knowledge)

Convert Mindmap to first and subsequent drafts

Work/Upload information to Google docs

Feedback – few students uploaded their paragraphs until the very end

Sources: Elshout-Mohr, Hout-Wolters, & Broekkamp, 1999; Volman & Ten Dam, 2011

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Teacher Learning Cast (TLC) #25 – How does a teacher hinder or facilitate the learning process?

Summary

TLC Socials

Piry Herrera

Benjamin L. Stewart

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Show Notes

How can a teacher decide whether to break down the input into step-by-step activities or start by challenging students by asking them to perform a task where input proficiency is required? (Bottom up, top down, task based, structural content based)

 

Task-based supplementation: Achieving high school textbook goals through form focused interaction: Conclusions: “Results” have historically been defined and measured by “objective” language tests – standardized tests.  However, focusing strictly on form (not meaning, use, discourse, culture, etc.) ignores the fact that we have no true way of knowing exactly what a learner does specifically that leads to language acquisition. Also, a learners’ internal grammar goes up and down… down in the case when internalizing new content.

 

Conclusions: Task-based learning extremely effective when attending the personal, affective, and social development of the learner.

Instructional-learning episodes: reproductive (less complex)-productive (more complex), knowledge-skill, metacognition-cognition, far (new context)-near (similar context) transfer

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Why In the Classroom?

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Post your comments, questions, and suggestions to…

Transparent Teachings

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In the Classroom: Why In the Classroom?

In many ways, episode #25 is the “first” in the informal reflective discussions I have planned for this channel related to curriculum, assessment, instruction, and educational technologies.  My intention of this channel is to provide the means for me to share with the public my interests and perspectives around what I read (theory, research, internet, etc.) and my own teaching practice.  My hope is that others will voice additional perspectives on similar topics by addressing through line questions related to each episode.

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Teacher Learning Cast (TLC) #24: Task-Based Learning

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TLC Socials

Piry Herrera

Benjamin L. Stewart

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In this episode we discuss instructional-learning episodes (task-based learning) by way of example.

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Teacher Learning Cast (TLC) #23: Different Models of Teacher Reflection

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TLC Socials

Piry Herrera

Benjamin L. Stewart

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In this episode we discuss different models of teacher reflection.

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