Power Teaching Western Carolina University动力教学西卡罗来纳州大学.pptVIP

Micro-lecture Speak for shorter segments of time Use Teach!-OK! Check for understanding. I hate to say it, but….. WE TALK TOO MUCH...at one time, that is. You can only keep 7 items in short term memory. 3 to 5 items is ideal for young people. Use Teach-OK FREQUENTLY to reinforce learning, and move items to long term memory Most important Drop your lecture items to one minute to one and a half minutes or less per item. Taking the sting out of a wrong answer If someone tries a question and misses it, have the whole class tell them “It’s cool!” This removes the fear of being wrong. Have them try again, give clues, or break it down if needed. When the answer is correct… CELEBRATE! Show them the Power of the Ten Fingered WOO! Some may hesitate at first, but keep at it. They will remind you if you do not give them their WOO! Volume-o-meter 5 Out of Control 4 Loud Crowd 3 Formal Normal 2 Low Flow 1 Ninja Talk 0 Quiet of the Tomb Adapting What You Know Passing out papers. Taking up papers Keep it exciting, vary content, not context. The Wave?! Adapting What You Know Power Vocabulary Finding the gestures Repetition, and “stacking” the learning Connecting concepts for larger ideas H.O.T.S. You must begin with the basics, knowledge and application level Vocabulary is an example You cannot discuss concepts if everyone is not speaking the same language. Brain Toys Compare and contrast Example Poppers Hand puppets Action Figures Incorporating Tradition and Innovation Use micro lecture to introduce an idea or concept. Teach-OK to reinforce, and check for learning. Extend with writing to show proof of learning. Incorporating Tradition and Innovation Use Whole Brain Teaching methods as a signal for traditional activities. Writing after Teach-OK or micro-lecture Teach-OK with concepts from videos Assign vocabulary homework, one term per student. They must come back the next day able to teach their term to the class. Their classmates writ