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  • Veronica_Moreno

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  • R.A.D. Neurological Lesson Pla R.A.D. Neurological Lesson Plan Elementary Level or Beginning Foreign Language

    • From: Judy_Willis
    • Description:

      R.A.D. Neurological Lesson Plan

      Elementary Level or Beginning Foreign Language

       

       

      By Paula Berlinck and Luciana Castro

      2nd grade Portuguese Teachers

      Graded School

      Sao Paulo, Brazil

      March 2014

       

       

      Unit Title:  Where does the bread come from?

      Subject(s):  Portuguese  Grade Level(s): 2nd grade

      Lesson Concept/Topic:   Reading and Writing Non-fiction

      Lesson Goals/Objectives:  Reading and Writing Non-fiction

       

      Lesson Elements:

      (and how they will be Neuro-logical)

       

       

       

      Plan:

       

       

      Getting Attention:

      How will you begin this lesson to engage learners’ attention?

       

      The attention filter (RAS) gives priority to sensory input that is different than the expected pattern. Novelty, such as changes in voice, unusual objects, songs playing when they enter the classroom, will peak students curiosity and increase likelihood of the related lesson material being selected by the RAS attention filter.

       

       

      1-As soon as each student arrives in the classroom they will find one wheat stalk on top of your own desk.

      2-The students are going to watch and listen to the music “O cio da terra” de Milton Nascimento e Fernando Brandt

       

       

       

       

       

      Sustaining Attention:

      What will you do to sustain students’ attentive focus throughout the lesson?

       

      The brain seeks the pleasure response to making correct predictions. When students have the opportunity to make and change predictions throughout a lesson, attention is sustained as the brain seeks clues to make accurate predictions. Individual response tools, such as white boards, can be used to make predictions and reduce mistake anxiety.

       

      1-Make the link with the Field trip to the Bread Factory and list the Previous Knowledge about “Where does the bread come from?”

      2- The teacher will start to read the book “Kika: De onde vem o pão?”

      3- Treshing the wheat and grind to find out the flour

      Motivation and Perseverance:

      Which dopamine boosters will be included in your lesson?

       

      The brain seeks the pleasure response to increased dopamine. Incorporating dopamine boosters (e.g., humor, movement, listening to music, working with peers) increases attention, motivation, and perseverance

       

      4- Finishing the reading aloud of the book

      5- Watching the video “Kika: De onde vem o pão?”

      6- Using a Graphic Organize to compare and contrast the information in the book and the video  

       

       

       

       

       

       

      Buy-in:

      How will you help students see value and relevance in what they are learning – so they want to know what you have to teach?

       

      Positive climate and prevention of high stressors promote information passage through the amygdala to the PFC. Motivation and effort increase when the brain expects pleasure. Buy-in examples include personal relevance, prediction, and performance tasks connecting to students’ interests and strengths.

       

      7- Bake the Bread in the classroom

      Every student will take part on the process, in group of 4 students at a time.

      Achievable challenge:

       How will you tailor the lesson to address students’ differences in readiness, learning profile, and interests?

       

      Differentiation allows students to work at their achievable challenge level.  The students who understand the new topic, if required to keep reviewing with the group, may become bored and therefore stressed.  If it is too challenging they will become frustrated. By providing learning opportunities within their range of achievable challenge, students engage through expectation of positive experiences.

       

      8- Students will be able to choose one of the videos from the series “Kika: De onde vem?”, (Kika: Where it comes from?) where they can find different subjects that explain things like: the waves, where the eggs comes from,  how TV works, etc)

      Students will work in pairs, considering their complementary abilities

      They are going to watch, to learn about the topic, take notes and then write it down to explain to another person. They could use different formats of graphic organizers, with more or less parts to drawn and break it down the information. They will be assisted by the teacher depending by their level.

      Frequent Formative Assessment and Feedback:

      How will you monitor students’ progress towards acquisition, meaning making, and transfer, during lesson events?

      How will students get the feedback they need and opportunities to make use of it?

       

      Effort is withheld when previous experiences have failed to achieve success. Breaking down learning tasks into achievable challenge segments, in which students experience and are aware of success on route to learning goals (e.g. analytic rubrics, effort-to-progress graphs) and reflect on what they learned and how they learned, builds their confidence that their effort can bring them closer to their goals.

       

      Students will be active in some paces of the process. The summative assessment is the nonfiction text that they will write using movie information, translating it in a graphic organizer and/or nonfiction text like “how to” or “all about”.

       

       

       

       

       

      Short-term Memory Encoding:

      How will you activate prior knowledge to promote the brain’s acquiring new input?

       

      Helping students to realize what they already know about a topic activates an existing memory pattern to which new input can link in the hippocampus.  Graphic organizers, cross-curricular units, and bulletin boards that preview upcoming units are examples of prior knowledge activation tools.

       

       

      Create a chart with the students remembering the prior knowledge that they have about the unit ALL ABOUT and HOW TO, that they had studied in their English class.

       

       

       

       

       

       

       

      Mental manipulation for Long-term Memory:

      How will students make meaning of learning so neuroplasticity constructs the neural connections of long-term memory?

       

      When students acquire the information in a variety of ways e.g. visualization, movement, reading, hearing and “translate” learning into other representations (create a narrative, symbolize through a video, synthesize into the concise summary of a tweet) the activation of the short-term memory increases its connections (dendrites, synapses, myelin) to construct long-term memory.

       

       

      As the students were exposed to a lot of different inputs, considering visualization, movement, reading, writing etc, we expect it will be built as a long-term memory.

       

       

       

       

       

       

      Executive Functions:

      Which executive function skills will be embedded in the lesson, homework, and projects? (e.g., analyze, organize, prioritize, plan goals, adapt, judge validity, think flexibly, assess risk, communicate clearly.)

       

      It is important to provide ongoing meaningful ways for students to interact with information so that they apply, activate, and strengthen their developing networks of executive function. Assignments and assessments planned to promote the use of executive functions (e.g. making judgments, supporting opinions, analyzing source validity) activate these highest cognitive networks developing in students’ brains most profoundly during the school years. 

       

      All executive functions are in place

       

      What strategies help students to…

      Set and reach goals:

       

      Individual feedback from the teacher

       

       

      Evaluate sources:

       

      videos

       

       

      Make decisions (analyze and deduce):

       

      Graphic organizers

       

       

      Support opinions:

       

      Share peers

       

       

       

       

      

      

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  • Jennifer_Priddy

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  • How I Work: Meet Teacher-Techn How I Work: Meet Teacher-Technologist, Clint Walters

    • From: Ryan_Thomas1
    • Description:

      This is the second in an ongoing series of posts inspired by How I Work, a series on one of our favorite sites, Lifehacker. As educators, we like to know how other educators work, how they live, and how they play, so every week we’ll be featuring a new interview with a new teacher. This week, we’ll hear from Clint Walters, a Computer Information Technology teacher from Stewartstown, PA.

      clint waltersLocation:  I live in beautiful Stewartstown, nestled at the bottom of South Central PA, just north of Baltimore MD.


      Desired location:
      I love it here, but I’m willing to live wherever I can pursue my passion for teaching in the Computer Information Technology field, support my awesome wife and family, and ultimately where ever God and my career take me.  


      Current work title (administrator/teacher/school technologist, etc.) Also, what grade do you teach?:
      I am a Computer Information Technology teacher for grades 7 & 8. I occasionally facilitate online courses for Graduate students. I recently conducted a gaming literacy workshop for undergraduates at a local university. 


      Area of expertise (subjects you teach or have an interest in):
      My area of expertise is hard to articulate. Lately, I’ve been writing a lot about Game Based Learning, Game Design, and Gamification, which are big areas of interest. That is my current passion, and what I most often teach online and speak on. Design is a big part of what I teach from graphic design to design thinking. I’m getting more into the areas of Coding and Programming for my students because I feel that that is an essential tool for my student’s future. When it all comes down, my goal is to teach students to be “awesome”. I want them to be fluent users of technology, sure, but the ultimate goal is to make them expert project managers, leaders, entrepreneurs, and world-changers. There’s not enough of that happening in the school day. I don’t think we became a world power by producing great test-takers, and I don’t think that’s enough to keep us there.

      Do you have a specific long-term career goal?:
      My current goal, as lame as it sounds, is to continue doing what I am doing, and remain open to what comes next. Currently, who I am fits what I am doing. When there is a disconnect there, it’s time to change.

      I do, of course have dreams and aspirations. I would love to develop relationships with entrepreneurs and companies in the education technology field. I would love to get involved with a company that promotes serious epistemic games or game-based-learning, while still staying connected to the education field. I really admire the work of companies and organizations like Institute of Play, E-line Media, Games for Change, BrainPop and the Games Learning Society, to name a few. There’s a new company in Baltimore, called Immersive 3d that’s doing some really impressive work with Baltimore County Schools. I just think that it would be incredibly engaging and rewarding to get involved with one of these projects or something like it.

      In my heart of hearts, I would love to make my school into a Quest school. I would settle for being part of starting something like that somewhere, locally or otherwise. I want to see the whole concept of systems thinking, design thinking, STE[a]M learning, and 21st Century skills become available to more students in more places. I want to engage policy makers, teachers, administrators and most of all, parents in demanding more for our kids than rigorous testing, useless trivia, and constant remediation.

      Languages you have studied or currently speak:
      I’ve studied French in high school and college, but I currently know more Japanese than French. That may be misleading, though. I only know enough Japanese to survive on the mat at the Aikido dojo I attend. I’ve studied a fair amount of html and css, though I can’t really speak those languages.


      The project you’re most proud of:
      Currently, my pet projects are my classroom and curriculum, my workshops and presentations, and my online course writing. I take pride in all of these. Mostly, I take pride in my students, who make and do awesome things in my room.

      The classes that I teach are my ongoing project. I’m constantly re-thinking, revising, and re-iterating curriculum, activities, and even classroom layout. I inherited a 7th grade class in MS Office and an 8th grade class in technical drawing and digital photography. Now my seventh graders publish blogs, participate in social networking, design engaging graphics, make their own video games, learn coding and programming, and explore the nuances of project based learning. My 8th graders go deeper by experiencing 9 weeks of project based learning, which requires them to develop unique solutions and select and use computer applications effectively and productively, seamlessly transferring created objects between selected computer applications and other tools. Both of these classes focus heavily on design and systems thinking and employ a generous amount of gamification and game based learning.

      Favorite time of the day:
      That depends on the day… 

      Favorite technology gadget for the classroom:
      I’m not sure how to answer this. I have a lot of software that I like to use. I have a lot of techniques that I like to teach that are made easier with technology. I have access to several gadgets that do things well, but I do not have a favorite. It’s all in the application. 


      Next conference/professional-development event you’re planning to give or attend:
      Whatever and wherever I can. I just attended EdSurge Baltimore, and I just missed SXSWedu (tears). Being a public school teacher does not afford one the opportunity to attend such events. The funding is barely there to retain teachers, let alone provide them with any real and meaningful professional experiences. This is one of the reasons why I wish to develop more relationships (and see teachers in general be more connected) with entrepreneurs and companies in the education technology field. In order to get out of one’s duties, let alone cover travel expenses, one practically needs to represent a company.

      How many hours per day do you usually work?:
      That depends. Some days I work in my sleep. Typically I’m on the clock from 7:30 to 2:50, but I’m at work from 6:30 to 3:00 most days. Then I come home and devote myself to my family. After my kids go to bed, I typically put in an hour of work on my blog, any freelance design work I may have, or facilitating online classes. I also tend to spend between two and four hours on these pursuits on the weekend as well. 

      Are you an introvert or an extrovert?:
      I am an extreme extrovert. I really dislike being alone. I recharge in the presence of others. I dwindle and wither in isolation.

      Are you an early-riser or a night-owl?:
      I am neither. I like to get to bed before 10:00 when possible. I wake at 5:00, though I can’t say that I am particularly joyful at waking. I think that I used to be a morning person... before children. Now, I spend a lot of time feeling tired.

      Do you have any pets or kids (names and ages)?:
      I am blessed with an awesome family. My wife, Lanette, and I have two kids. Hudson, age six is in Kindergarten, and loves Legos, Games of all kinds, and building stuff out of anything around the house. Eliza, age 2, loves climbing, demolishing whatever Hudson builds, and using mommy’s iPad. 

      My wife, Lanette, is a K-5 technology integrator in a 1:1 iPad school and is now the Digital Curriculum Reviewer for Kindertown.


      Next city/country you want to visit:
      Here, I don’t have a strong preference. I recently went to Boston, which was not on my radar at all, but I loved it. I enjoy visiting new places. I would love to go to Japan someday. That would be cool.

      Favorite vacation place:
      My favorite vacation spot is anywhere my family is. Lately I enjoy Bethany Beach, DE because that is where my family goes on vacation. I would be as happy vacationing in Maine or Florida or my back yard.

      Favorite book:
      My favorite fiction book is JRR Tolkien’s The Lord of The Rings, which I discovered in 11th grade. Thank you, Mrs. Smith. My favorite non-fiction title is Reality is Broken, by Jane McGonigal. 

      Favorite song:
      I’m a musician. I play the drums and world percussion. I love music. I do not have one favorite song. Today, I am enjoying Cake’s rendition of Mahna Mahna. I consistently enjoy music by the Black Keys, Mofro, and Jack White. I tend to enjoy everything from the Ting Tings to Mavis Staples. I have eclectic tastes.

      Where we can find your website/blog/classroom blog:
      http://www.clintwalters.com
      (my main website)

      http://mrwaltersdesk.blogspot.com/ (my education blog)

      Do you have a Twitter account we can follow you on?:
      https://twitter.com/mrwalters

       

       

       

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