Post on 24-Aug-2020
transcript
copyright 2011 ASCD 1
Book
Used with Permission from ASCD
What is your country of residence:
Please respond to the following question by clicking on selected response listed in the “POLL QUESTION” box on the right side of your screen:
United StatesAustria/GermanyCanadaOther countries – Please type name of
country in box for questions.
How familiar are you with cognitive structures?
Please respond to the following question by clicking on selected response listed in the “POLL QUESTION” box on the right side of your screen:
UnfamiliarModerately FamiliarVery Familiar
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Have you read Getting to “Got It!” or participated in a seminar with Dr. Garner?
Please respond to the following questions by clicking on selected response listed in the “POLL QUESTION” box on the right side of your screen:
I have read Getting to “Got It!”I have participated in seminar with Dr. Garner.I have both read the book and participated in a seminar.I have not read Getting to “Got It!”I have not participated in seminar with Dr. Garner.I have not read the book or participated in a seminar.
Topics for webinar include:• A brief overview of cognitive structures
• Practical suggestions to help struggling students
• Questioning and coaching strategies• Questioning and coaching strategies
• Awareness of the spiritual dimensions of learning
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Metability Model
Metability is the ongoing dynamic of learning, creating, and changing.
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10 GUIDING QUESTIONS1. What sense do you make of this? 2. What do you wonder about?3. What part do you know for sure? 4. What do you notice?5 Wh t ki d f tt d ?5. What kind of pattern do you see?6. What do you wish was easier?7. Why?8. What did you understand by the question? 9. How would you explain this to someone? 10. If you did know, what would you say?
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Reflective Awareness
See-notice
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What happens when you ask students,
“What do you see?”“What do you notice?”
before explaining a lesson?p g
1. Students explore – “notice,” as they gather sensory data
2. Students describe – verbalize their “notices,” and what they wonder about
3. Teacher explains – uses students’ input
Lesson Plan
3. Teacher explains uses students input to present new concepts
4. Students apply – use information to demonstrate understanding
5. Students and teachers evaluate evidence of learning, creating, and changing
Caution
–
Don’t tell
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Visualization
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Touchpooint
2
thing
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How
to
process
4
Metability
Definition
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What sense are you making of this?
Please respond to the following question by clicking on selected response listed in the “POLL QUESTION” box on the right side of your screen:
So far info makes sense – I want to know more.Not sure yet what you are talking about.
3
categories
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Just like the organs and systems
of the body are all
inter-dependent, the
cognitive structures are all
inter-dependent.
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excos2x + exsin2x = eexcos2x + exsin2x = e
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What words do you wish you knew better?
“The nigrostriatal system courses from thesubstantia nigra to the putamen and caudate.The tuberoinfundibular system originates inthe arcuate nucleus of the hypothalamus andprojects to the pituitary stalk.”
(Kandal, et.al., Principles of Neuro Science, 2000, p. 1203)
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1. Acrostics 2. Application3. Cartooning4. Chunking5. Classification6. Context – setting:
time & space
8. Mnemonics 9. Multi-sensory input10.Music11.Patterns12.Reflection13.Relevance14 Repetitiontime & space
1. Dance2. Designs3. Emotions4. Graphics - drawing5. Hand movements6. Integration of content 7. Kind & quality of data
14.Repetition15.Rhyme16.Rhythm17.Sequencing18.Signals19.Tactile – hands-on 20.Values & beliefs21.Visualization
Basic Piagetianphysical conservation of constancies
• amount• volume• length
i ht• weight• number• area
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Caution -
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Do you sometimes feel that you are spatially or
Please respond to the following question by clicking on selected response listed in the “POLL QUESTION” box on the right side of your screen:
directionally challenged?
YesNo
.
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• Location-- placement or position in space
• Distance – intervals of separationp
• Direction– orientation toward a point of reference
• Perspective – point of view
Top Left
Middle
Top Middle
Top Right
Middle Middle
Tic-tac-toe place names
MiddleLeft Right
Bottom Left
BottomMiddle
BottomRight
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1. Identify where each shape is located.
2. Mentally rotate tic-tac-toe grid clockwise ¼ turn.
3. Identify where each shape would be located after rotation.
Clock
and
books
ComparesCompareseventseventsin terms ofin terms ofin terms ofin terms ofWHENWHENthey occurthey occur
Time is more than reading a clock.
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To what degree do you feel pressured by time?
Please respond to the following question by clicking on selected response listed in the “POLL QUESTION” box on the right side of your screen:
Very high degree of pressureModerate degree of pressureLow degree of pressure
Clock
and
books
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TEMPORAL ORIENTATION
Listen
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Caution -Metaphor
Content
Activities
Assess
2
q
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tell
See? Notice?
1. Students explore – “notice,” as they gather sensory data
2. Students describe – verbalize their “notices,” and what they wonder about
3 Teacher explains – uses students’ input
Lesson Plan
3. Teacher explains uses students input to present new concepts
4. Students apply – use information to demonstrate understanding
5. Students and teachers evaluate evidence of learning, creating, and changing
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rk
-
Questions
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Two things I tellstudent teachers:
1.Get a good night’s sleep.
2.Take care of yourself in body, soul, and spirit.
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Big ?
Please write your response to the following question in the “QUESTION BOX.”
What is one of the main ideas you are taking away with you today?
Invitation
Aesthetic of Lifelong Learning, Inc.
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Book Cover
ASCD (2007), Used with Permission