Haim Ginott 1972-1973: teacher, child psychologist
description
Transcript of Haim Ginott 1972-1973: teacher, child psychologist
![Page 1: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/1.jpg)
Haim Ginott1972-1973: teacher, child psychologist
I’ve come to a frightening conclusion that I am the decisive element in the classroom…my personal approach creates the climate…my daily mood makes the weather.
As a teacher, I possess tremendous power..I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal..it is my response that decides whether a ..child [is] humanized or de-humanized.
![Page 2: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/2.jpg)
Chief Dan George1899-1981, Chief of the Coast Salish Tribe
If you talk to the animals, they will talk with you and you will know each other. If you do not talk to them, you will not know them. And, what you do not know you will fear. What one fears one destroys.
![Page 3: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/3.jpg)
Teaching excellence with diverse learners
RCDE Faculty Retreat, February 3-4, 2011
Carol Rosenthal, DirectorAcademic Resource Center, Logan campus
Finding our students’ stories
![Page 4: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/4.jpg)
Teaching excellence…
•Ensures engaged, active learning experiences ▫Weave instruction with students’ “stories”
•Hones teaching basics.▫Simple, yet elegant solutions
•Embraces fresh perspectives and methods.
![Page 5: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/5.jpg)
diverse learners….
•Represent richness and heterogeniety.
•Need their “stories” known and integrated into instruction.▫ Encourages trust, rapport, motivation,
effort
▫Discourages fear, anxiety, isolation, pessimism, (learned) helplessness
![Page 6: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/6.jpg)
Discovering richness
•First week exercise: Learn student stories
▫“What are some of your family and cultural strengths?”
▫“What are some talents and skills evident in your family?”
▫“If I were to walk into your home, describe what I would find that helps me know (you) (what you are most proud of) (how you are unique).”
![Page 7: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/7.jpg)
Weave stories into content instruction•Applications, metaphors, examples that fit
students’ stories
▫Displaced worker Chemistry, Microbiology, Economics, USU 1300, etc.
▫Time and self-management Project cycles, customer flow, inventory cycles,
family management, self-employment Cultural approaches to time: compare/contrast
▫Other examples?
![Page 8: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/8.jpg)
•KWL: “stories” to prepare for learning▫What do you already Know about _____? (and how
did you come to know it?)▫What do you Want to know about _____?▫What did you Learn about _____?
How will you Use what you learned?
![Page 9: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/9.jpg)
What drives students’ stories about learning?
•Dr. Marlene Schommer-Aikins, Wichita State University
Beliefs about knowledge and learning affect: active participation persistence reading comprehension learning in complex or poorly structured environments
![Page 10: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/10.jpg)
Fixed Ability
Quick Learning
Certain Knowledge
Fact bits <------------- Concepts & relationships
Professor responsible <-------> self-responsibility
One time <--------------------------> Time/effort
Innate <------------------> effort: learn how to learn
ProductiveCounterproductive
Simple Knowledge
Omniscient Authority
Static <------------------------------------ > Dynamic
Beliefs about learning
![Page 11: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/11.jpg)
Think-Pair-Share•What beliefs do you see most prevalent in
your students?▫In what ways do the beliefs show?
•Guiding students through teaching methods
![Page 12: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/12.jpg)
• All-knowing authority
• Certain, unchangeable knowledge
• Simple knowledge
• Quick learning
• Fixed, innate ability
• Collaborative, active learning• Problem-solving tasks
• Structured controversy• Exposure to evolution of view
points
• Teach about Bloom’s• Think Alouds• In-class demonstration of
complex tasks• Reflection writing
• Share your experiences• Explicit and implicit study
strategies instruction
• Role models• Scaffolding learning• Tap into current abilities (use
their “stories”)
![Page 13: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/13.jpg)
…Think Time
Essential teaching strategies
Wait time
![Page 14: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/14.jpg)
“Wait time” as an instructional toolDr. Mary Budd Rowe, 1925-1996
1972 studyAverage wait time < 2 seconds Increase to >3 seconds = improvedLogicLanguage
![Page 15: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/15.jpg)
Length & correctness of responses Volunteered answers
Variety of questions Higher level of thinking
“I don’t know” No response
Amount (quality vs quantity)
![Page 16: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/16.jpg)
•“Wait time” is “think time”▫uninterrupted silence by teacher and
students so both can complete necessary information processing (Stahl, 1990)
▫the primary purpose and activity: complete on-task thinking
![Page 17: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/17.jpg)
Information processing• Multiple cognitive tasks take time• We need uninterrupted time to
▫Process, reflect, think of response
• Exercise: cats and dogs
• How often are students typically provided sufficient time?
![Page 18: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/18.jpg)
Types of “think time” silence
1. After teacher asks a question Clear question with adequate cues
“What is the difference between a change on the demand curve and a shift of the entire curve”?
2. During a student’s response Allow hesitation as student continues
3. After a student responds Other students need time before they comment
4. Teacher pause time Consider what your next statement or behavior will be
![Page 19: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/19.jpg)
Effects of increased think time• More questions asked
• More accurate and complex responses
• Students initiated discussions more frequently.
• Teachers’ questions = fewer and higher quality
Think time works with all learners.Especially effective for certain cultures.
![Page 20: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/20.jpg)
Questioning Techniques
“Always the beautiful answer/who asks a more beautiful question.”
ee cummings
“The most powerful technology we have in education is the ability to ask good questions”.
(including those questions we ask ourselves!)
![Page 21: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/21.jpg)
Beautiful Questions help students “dive deep”
•Beautiful questions move students from “Beginner” to “Expert” thinking levels: ▫Knowledge▫Comprehension▫Application▫Analysis, Synthesis, Evaluation
![Page 22: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/22.jpg)
How do we learn: beginner to expert
Knowledge: (memorize)Can you recognize and recall information?
ComprehendCan you put information into your own words,
explain to others accurately
ApplyCan you apply what you know
to “real life” situations?
AnalyzeCan you break info. into parts
and examine?
EvaluateCan you evaluate, judge, make informed opinion?
Bloom’s Taxonomy of Thinking & Learning
Deep learning
Shallow learning
![Page 23: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/23.jpg)
How do students typically respond to these types of questions – and
why?
•Do you have any questions?
•Are there any questions?
•What questions do you have?
![Page 24: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/24.jpg)
Students don’t always know what they don’t know or understand. Or they need a specific focus.
Do you have any questions?Okay, so summarize why it’s important to use Think Time. (a great
Think/Pair/Share)Which of the following is the better example of an application level
question and why?
Are there any questions? What questions do you have? In the past two lectures, I covered the following concepts. What parts are
still confusing for you?
What would you like me to explain better ? What can I clarify?
I know this topic can be really confusing. What things are still unclear or don’t make sense to you?
Give students permission to be confused.
![Page 25: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/25.jpg)
Beautiful questions
Take effort, time,
practice. Questioning is a skill that must be learned
and practiced.
Models for your students how they
need to think.
Don’t just
happen.
![Page 26: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/26.jpg)
Brief, active learning exercises that require students to process information individually and collaboratively
•Effective for beginning and ending class▫Helps you avoid the “What questions do you
have?” trap
•Great during lectures (with Think-Pair-Share)
Quick Thinks
![Page 27: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/27.jpg)
Select the best response.
•Select the best answer for a M/C test question.
ExampleJean stole a loaf of broad in order to feed his starving family. What level of moral development would say that what he did was “OK”?A. Pre-ConventionalB. ConventionalC. Post-ConventionalD. Les Miserables is a sweet musical, I don’t care if it makes me less of a man!
![Page 28: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/28.jpg)
Correct the error•Instructor poses a test item that
contains an error; students must find the error.
Example next slide
![Page 29: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/29.jpg)
The Equilibrium Constant
K = 1 K < 1 K > 1
[Products] [Reactants]K =
Reactant Product
![Page 30: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/30.jpg)
Complete a sentence starter•Instructor provides a sentence stem for
students to complete (not just at knowledge level)
Example: The three strikes mandatory sentencing laws might result in __________.
![Page 31: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/31.jpg)
Compare or contrast•Instructor poses a comparison or
contrast item to the class.
Example: Compare Alpha vs Beta Decay relative to radioactive decay.
Relative size Particle charge
Alpha decayBeta decay
![Page 32: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/32.jpg)
Reorder the steps•Given a set of randomly ordered steps ,
students are asked to correctly sequence them.
ExampleDrawing stereo-images
1. Identify the molecule as R or S.2. Create a 3-D drawing of the molecule.3. Draw the mirror image of your 3-D molecule.4. Draw a "mirror".
![Page 33: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/33.jpg)
Support a statement•Students are given a statement and, based on
their reading, assignments, or lecture notes, are asked to provide support for the statement.
ExampleCriminal behavior is a rational choice made by a
motivated offender who perceives that the chances of gain outweigh any possible punishment or loss. (Criminological Choice Theory)
![Page 34: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/34.jpg)
Teaching students how to learn
•Note taking systems: how to “dive deep”▫Summaries ▫Self-test questions
•Cornell system/adaptations
![Page 35: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/35.jpg)
![Page 36: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/36.jpg)
![Page 37: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/37.jpg)
Strategic reading
•Think Aloud textbook tour▫“architecture” of their text
![Page 38: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/38.jpg)
Teaching students how to
learn
Visual organizers: match
how information is organized to the
learning task
![Page 39: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/39.jpg)
Why teach visual organizers?
Elaborative rehearsal = long term memory
Humans seek
patterns
Words alone not sufficient
How we organize information affects
comprehension!
![Page 40: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/40.jpg)
![Page 41: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/41.jpg)
![Page 42: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/42.jpg)
Patterns help us learn & remember
![Page 43: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/43.jpg)
CATs •Classroom Assessment Techniques:
Thomas Angelo & Patricia Cross 2nd ed., 1993, Jossey Bass▫What are students capable of now?▫How well are students learning?▫How effectively am I teaching?
• Informal, consistent monitoring of students’ learning
•Feedback: Are they getting it? >>> teaching effectiveness
![Page 44: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/44.jpg)
Minute Paper• Excellent for large classes
• Quickly assesses student learning vs teacher’s perceptions
• More than recall: students evaluate and self-assess▫How well did I understand?
Examples▫What was most confusing about ____________? ▫What is the single most significant reason Italy
became a center of the Renaissance? ▫List the 3 most important points from today’s
lecture?
![Page 45: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/45.jpg)
Class opinion pollStep 1: Please respond to each of the following
statements: strongly agree (1)……..I’m neutral (3)………I strongly disagree(5):
1. I need to change my teaching methods to improve students’ critical thinking.
2. I can’t take time in class to add activities or discussion.
3. I’m reluctant to create any more I have to respond to.4. If students don’t take responsibility, what I do doesn’t
matter.
Step 2: Discuss answers with your partner.
Step 3: Show of hands poll (I-Clicker). Discuss with class.
![Page 46: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/46.jpg)
Defining Features Matrix• Teaching goal: distinguish between theories,
systems, processes, etc.
▫Develops : Analytical skills Conceptual and factual understanding Implicit and explicit study strategy (how to
organize information to see relationships)
![Page 47: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/47.jpg)
Example CAT
Institutional assessment
Teacher-directed +
Standardized & validated +
Focused on classroom teaching and learning
+
Replicable +
Useful to administrators +
Feedback for teachers and students
+ +
![Page 48: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/48.jpg)
“Misconceptions/Preconceptions”
• Gauge where students are at
• Develop students’ ability to distinguish between fact and opinion
• Determine/develop openness to new ideas
![Page 49: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/49.jpg)
Question: What makes the seasons change on Earth?
1. Sort explanations into categories (e.g., correct; “weather”, “distance”, “other”) Perfect for I Clicker!
2. Quick discussion to explain choices - Think-Pair-Share
3. Assignment: Students research which answer is correct and explain in short paper.. Class discusses evidence for each position.
4. Professor concludes explaining why other models are reasonable, though incorrect.
![Page 50: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/50.jpg)
Muddiest PointWhat was the muddiest point in……lecture, video, lab,
discussion, presentation? Prof. responds in next class with discussion,
activity, additional simulation
▫Advantages: Excellent for large classes Safe alternative to asking questions Focuses future lectures and assignments Teaches metacognitive behavior (self-testing)
▫Disadvantages Students may have difficulty expressing what they don’t
know.
![Page 51: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/51.jpg)
One more….•What do you want your professor to Start,
Stop, Keep Doing?
Source: Teaching Professor: Magna Publication
Start Doing Stop Doing Keep Doing
![Page 52: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/52.jpg)
![Page 54: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/54.jpg)
![Page 55: Haim Ginott 1972-1973: teacher, child psychologist](https://reader033.fdocuments.net/reader033/viewer/2022061513/56816584550346895dd83066/html5/thumbnails/55.jpg)
Study Smart Starter Kit