Ch+7+activities

Unique Activity : Analyzing Large Group, Small Group, and Individual Learning Time || • What are the advantages of the perspective? • What are the disadvantages the perspective? • When, where, why, and how would you use each of the three perspectives? Create a graphic organizer (see Web sites below) to summarize and explain the three perspectives on learning time. This task may be completed individually, in small groups, or as whole class learning. It may be done face-to-face or in an online discussion group. Group Work @http://www.pz.harvard.edu/mlv/index.cfm - The Making Learning Visible project began in 1997 as a collaboration between Project Zero at the Harvard Graduate School of Education in Cambridge, MA, USA, and the Municipal Preschools and Infant-toddler Centers of Reggio Emilia, Italy. The researchers believe that participation in groups is central to how individual learning is constructed, for adults as well as for children. @http://teaching.berkeley.edu/bgd/collaborative.html - Tools for Teaching provides information about collaborative learning by Barbara Gross Davis at this Web link. @http://www.co-operation.org/ - The Cooperative Learning Center at the University of Minnesota provides resources on cooperative learning by David and Roger Johnson. @http://edtech.kennesaw.edu/intech/cooperativelearning.htm - This edtech Web link provides resources for understanding and using cooperative learning. @http://www.cast.org/research/faq/index.html - The Center for Applied Special Technology (CAST) describes Universal Design for Learning, which helps teachers individualize instruction. @http://www.learner.org/channel/workshops/readingk2/session6/ett2.html - Differentiated Instruction describes a process of using group strategies to address student differences. @http://www.ericdigests.org/2000-2/groupings.htm - This ERIC Digest gives information on student groupings for reading instruction. Individualized Learning @http://www.cast.org/teachingeverystudent/ - The Teacher Every Student section of CAST provides resources for learning about and practicing Universal Design for Learning. @http://www.creatinglearningcommunities.org/book/additional/tew.htm - Merrill L. Tew writes about changing the role of teachers to tutors, mentors, and/or learning facilitators. @http://www.theaplus.org/personalized_learning.html - The Personalized Learning Model is described on this Association of Personalized Learning Services Web site. @http://www.reason.com/contrib/show/582.xml - Britton Manasco contributed this article to Reason Magazine describes how education needs to change to meet individual learning needs. @http://www.nacol.org/docs/Keeping%20Pace%20with%20K-12%20Online%20Learning%202006.pdf - Keeping Pace provides guidelines for developing K-12 online learning programs, sponsored by the North American Council for Online Learning. @http://teaching.berkeley.edu/bgd/motivate.html - The article by Barbara Gross Davis at the University of California, Berkeley describes incentives for learning. http://www.k12academics.com/pedagogy.htm - K-12 Academics provides a variety of information about pedagogy on this link, including active learning, computer-based learning, cooperative education, and inquiry-based learning. Graphic Organizers @http://www.eduplace.com/graphicorganizer/ - This Education Place link from Houghton Mifflin provides information about numerous graphic organizers. @http://www.edhelper.com/teachers/graphic_organizers.htm - The Education Helper Web link provides resources for graphic organizers. @http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm - The North Central Regional Educational Laboratory provides information on graphic organizers in this link. ||
 * Chapter 7 : Discipline Through Active Student Involvement
 * Fred Jones observed that a critical time for "misbehavior" in classrooms was when students were asked to work on their own. Select and use three Web sites below (or other credible resources) to analyze three perspectives on learning time (individual, small group, and whole class).
 * (To respond and save, please copy and paste questions and/or activities to a word processing document) ||

Questions and Activities || > of discipline. > > have the teacher deal with it. > >> their hands raised. >> >> few favorite recordings. After listening, the students talk so much that they fail to get their work done. >> >> always laugh at the clowns' antics. >> >> whisper before she has completed what she wants to tell them. ||
 * Chapter 7 : Discipline Through Active Student Involvement
 * * 1. Make notes in concerning elements from Jones' model that contribute to the five principles of building a personal system
 * 2. For each of the following scenarios, first identify the problem that underlies the undesired behavior, then describe how Jones would
 * a. Mr. Anton tries to help all of his students during independent work time but finds himself unable to get around to all who have
 * b. Ms. Sevier wants to show trust for her class. She accepts their promise to work hard if she will allow them first to listen to a
 * c. Mr. Gregory wears himself out every day dealing ceaselessly with three class clowns who disrupt his lessons. The other students
 * d. Ms. Swanson, who takes pride in her lectures, is becoming frustrated because students begin to gaze out the window and