January+30,+2008,+EDUA+2810+class+Lecture+Notes+by+Nicole+Beaudry


 * Class: 2810 A14** **January 30, 2008** **– notes by Nicole Beaudry**


 * Topic: Building Blocks**


 * Lesson Outline:**

- Research & Implications - Exemplary Practices - Inclusive Framework: · Best Practices · 4 Building Blocks __**Make Note of this:**__
 * __Preparation for next class:__**
 * Chapter 7**

__**Friday Presentations (in no particular order):**__ · **Down's Syndrome** · **English-Assisted Learners**
 * ·** **Gifted**
 * ·** **Learning Disabilities**


 * 1**. **Last Class – Friday, Jan. 25/08, we looked at classroom in** **New York** **in the 1990’s on a videotape**(s).

– Try to think about what lessons we saw… – Project about traveling across U.S.A. – Had interdisciplinary lessons within it – geography, social studies, math, and Language arts.

- How could you alter the variables in the traveling activity? (Class cohort did a pair share activity.) - What other events did we see?

-Other students measuring students with special needs. -Students helping students with special needs. -Art class.

-What were some of the commonalities of what we saw? In the lessons, we saw group activities, hands on work, engaging activities.

Teacher showed us a cartoon – pg # (not in Chapter 6 of text.)


 * __2. We did a group activity about Research Findings & Implications__**. The research and findings material is from the book, Success //for all Learners: A Handbook on Differentiating Instruction (1996) .//It is helpful. There are teaching and learning strategies, and blank forms.

Class divided into groups of four people and tried to match the research findings to the implications.

__**3. On Page 160, see Figure 6.2: “Common Recommendations of National Curriculum Processes”**__ (Recommended teaching practices are in the right column.)

__**4. On Page 161, see “Best Practices of Instruction”**__ Note #1: Instructors says: ‘these are effective practices for any teaching instruction, not just inclusive teaching.’ Note #2: ‘In Manitoba, Scaffolding, Multiple intelligences and Learning styles are expected to be incorporated to all lessons.’

__**5. Multi-Level Teaching** -__ ‘We are now trying to stretch to include IEP goals in with the regular class instruction, from the curriculum.’ For example, what are some life skills for IEP’s that could be incorporated [and listed as outcomes for IEP’s] in the Traveling Activity in the Class video on Friday?’

Life Skills: (we did pair sharing)
 * Communication skills – how to ask for help
 * Social skills – compromise, negotiation, conflict/resolution
 * Time management
 * Budgeting – money management
 * Resource management ( how to find travel information – where to travel
 * Nutrition
 * Safety
 * Language arts – speaking, reading
 * Reading maps – navigation, orientation
 * Geography
 * Simple math – how to use a calculator – number recognition
 * Research skills – weather and appropriate clothing
 * Cultural awareness, variation + knowledge


 * 6. Instructor did thesis on how/why teachers changed their attitudes about inclusive teaching**
 * Some were positive and remained positive + → +
 * Some were negative and became positive - → +
 * Some were positive and became negative + → - . (Tried to prevent this)
 * Some were negative and became negative - → -


 * What were correlations for negative endings?** Age - older teachers, but no general pattern.
 * What were correlations for positive endings?** Some teachers had much similar previous experience by working with multi-age classroom, so skills were already there for inclusive teaching. One teacher had a paraprofessional of whom she asked for help, and guidance. **As an inclusive teacher,** **YOU NEED TO ASK FOR HELP (and guidance).**

What is the difference between a ham and egg breakfast? Answer: The chicken is involved; the pig is committed.
 * Quote on the difference between Involvement and Commitment**:

- What society values.
 * 7. What is the difference between Talents and Intelligences?**

Boyles law – how to teach it using each of the Intelligences (The Class pair-shared to get some ideas) Boyle’s law is:”For a fixed mass and temperature of gas, the pressure is inversely proportional to the volume”

P x V = K

How to teach using **Intra- Personal Intelligence** –Test Boyle’s Law in a lab experiment: It will teach /test your intra-personal intelligence: How do you feel when you are working under pressure?

The lab test works for **Body–Kinesthetic** and **Logical** Intelligences.


 * For Musical Intelligence,** put the definition of Boyle’s Law into a Musical Mnemonic.


 * For Visual-Spatial Intelligence,** visualize a boil draining its puss; the experience may remind you about pressure (! yuck) and Boyle’s Law. (Instructor’s idea)

__**7b) Lesson creating** Activity: How to teach punctuation ., ?! using each **Intelligence** (Class pair-shared)__
 * Visual - Spatial Intelligence:**
 * Colour-code punctuation in a book.
 * Draw bubble shapes of punctuation and colour them.
 * Discover shapes of these punctuations in portraits, paintings.
 * collage

Think of Victor Borge(who?) http://en.wikipedia.org/wiki/Victor_Borge – Represent shapes with sounds or actions.
 * Musical Intelligence__:__**

Play an improv/skit game (as in “Who’s Line is it anyway?”): Have one member of each group of four: Ask questions only - ? Make exclamatory statements - ! Retort statements only -. Make sentences with clauses, including dates 1999, names,
 * Interpersonal Intelligence__:__**

Have students write an “If you could… (it should make conditions good for a variety of sentences)
 * Intrapersonal Intelligence**


 * 8.a See Learning Styles in Text Multiple intelligences, on page 174, 175. See “Stepping Stones Inclusive teaching” page 185**


 * 8.b More learning styles next class.**


 * 9. Instructor showed Stimuli variation chart for following stimuli. page183**


 * I TYPED IT UP .[[file:Stimuli CHART.doc]]**

**Class: 2800 A14** **January 30, 2008** **– notes by Paul Vyamucharo-Shawa**
In January 30th's class Chapter 6 was covered, more specifically the four building blocks of inclusive teaching (which include):
 * **Multilevel teaching**
 * Which deals with teaching so students of very different abilities can learn together, each at their own ability level. The benefit of multilevel teaching is that students are encouraged to work with other students of different ability levels and in essence gets them prepared for future life of dealing with many different people.
 * There are many things to remember when conducting multilevel teaching: identify learning goals and activities, demonstrate learning, avoid pitfalls and remember to be fair
 * **Scaffolding**
 * Vygotsky (’78) coined the phrase //zone of proximal development// which is the range of tasks just beyond a students present level of ability that the student cannot yet perform independently, but can perform with the guidance of others.
 * Scaffolding basically encompasses Vygotsky’s zone of proximal development because it describes children in need receiving assistance from teachers, aids or fellow students that they cannot perform on their own
 * *useful scaffolding strategies listed in the box on page 171
 * **Multiple intelligences**
 * the multiple intelligences and descriptions can be found in the text on pp 174-175
 * Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist.
 * Multiple intelligences theory has several important implications:
 * Each person all 8 intelligences
 * Although we describe, the intelligences separately, they interact with one another
 * There is no one correct way to express intelligence at a high level
 * **Learning styles**
 * Some children react better to some stimuli than others and that leads to different learning styles.
 * *Figure 6.8 describes the different stimuli (environmental, emotional, sociological, physical and psychological) and their different elements which affect learning styles.

The four building blocks denote concepts and practical strategies that provide a foundation for inclusive teaching.

In addition to chapter 6 covering the four building blocks of inclusive teaching it also discusses


 * The limitations of traditional instruction
 * Brain based research and its implications for teaching
 * Emerging consensus regarding best practices in teaching and learning

__The Limitations of Traditional Teaching__
 * In the early 20th century the “factory” model of schooling was the most common form of schooling; where children sat in rows, listened to lectures, were tested based on what was said. This system was first challenged by **John Dewey** (’38 & ’43) who argued that experience in meaningful, real situations was the key to learning.
 * **F.Smith** continues to back Dewey and says that there are two theories of learning
 * Official: which says that learning is occasional, hard work, limited, dependent on rewards and punishment, based on effort, individualistic, easily forgotten, and assured by testing and memorization.
 * Classical: which says that learning is continuous, effortless, independent of rewards and punishment, social and permanent.
 * Despite the ongoing critiques of many theorists, traditional schooling practices have yet to change. **Tyack and Cuban** (’95) say that things remain unchanged because this is the mental image people have of what “school is”

__Brain-based Research and Its Implication on Teaching__ Research on Brain-based learning has been extensive and has yielded many results. Of the more notable ones, **Quina** (’95) synthesized these findings as:


 * The brain is a parallel processor, meaning that it simultaneously makes connections between multiple ideas and engages in many activities
 * The brain processes parts and wholes at the same time. The right hemisphere of the brain sees the “whole picture”, while the left hemisphere breaks content into parts.
 * The search for meaning is automatic and basic to the human brain. Therefore during lessons a child’s brain will need to receive the familiar (security) and the novel (the search for new connections and possibilities)
 * Emotion and cognition are linked in the hardwiring of the brain


 * Caine & Caine** (’91-95) further articulated three simple but powerful principles for brain based teaching:


 * Ensure a state of relaxed alertness in a challenging but non-threatening environment
 * Orchestrate immersion in complex experience
 * Continuously engage in active processing of ongoing changes and experiences to consolidate emergent mental models.

__Emerging Consensus Regarding Best Practices in Teaching and Learning__ The best practices for teaching and learning that are emerging are consistent with brain-based learning. Smith’s classic approach coupled with Kohn’s picture of effective classroom state that classrooms can be engaging, caring places where learners of different races, cultures, abilities, and learning styles draw from on another.
 * A list of recommendations for effective practices in the classroom is listed in the text in figure 6.2 on page 160
 * A list of best practices for learning in an inclusive school can also be found in the textbook in figure 6.3 on page 161