Gistovo Man IDEA Directions: To be most effective, a poster attempts to convey a single message, theme or idea. Use the space below to create a poster or collage describing an idea, theme or message related to__ Stress and Emotion Any pleasurable activity used even as a brief break can give the amygdala a chance to cool down and time to rebuild. Whenjoy and comfort are scrubbed from the classroom and replaced homogeneity and when spontaneity is replaced with conformity students’ brains are distanced. Teachers have the capacity to fine tune the level of stimulation vs stress. Field trips, cultural events and parent volunteers. Parent-student-teacher e conferences, school community projects, evening speakers about topics of interest to students and parents. Take time to listen, students trust that adults will understand them, embrace their qualities, respect, valued and consistently enforced=—Tifitavo Munoz © due 340 Kaorye ey Critically Evaluating information y ty hg gically valid, interMall consistent, coherence, practiced, Every time the students take some notes I will make them understand the information and practice it by giving them problems. | Synthesizing Information Identify what is important in the text, organize, recall and recreating information. Create a mosaic I will have them create a mosaic or Cornell notes that way students understand the main idea and what they vad represent. Tdentify Important questions Important, vital and essence of the issue, relevant to text, provokes deep thought, considers alternatives, assumptions, meaningful connections, recurs Students will ask questions and identify relevant questions that pertain to the concept. ‘Communicating Information Have an objective, specific audience, specific problem, time frame Students will present information or write a paper regarding what they have read and learned. Tategrating Technology The use of technology in general content areas in education in order to allow students to apply computer and technology skills to learning and problem solving. In math students will be able touse several websites to help them understand the concept. Whether it is Wolfram alpha or other sources. Tnternet Workshop ‘An instructional model that | Have students do some educates students on a newly | problem solving online and if emerging form of literacy, _| they have any problems helps change our world into a | understanding I can guide global economy. Requires | them. students to learn new skills. Internet project ‘A collaborative learning ‘Students will form a group experience between two or _| and present information about more classrooms that takes different mathematicians, place over the internet careers that involve math or how math is used in the real world, Tnternet Inquiry Generate research questions, | Swdents will givea search, analyze, presentation, | PowerPoint presentation sharing about different categories that 7 relate to math, Webquests Tatroduction, task, process, | Students will create some sort resources, evaluation, conclusion of blog and write several blogs about the concept.‘Away to receive broadcasts through the internet using an automatic feed in a process called subscribing Students will create podcasts in small groups to provide igh information to others. eS CHIL ‘Acrostic Poems ‘A type of poetry where the | Students will spell out the first, last or other letters ina _ | concept that is being learned | line spell out a particular and will then provide a phrase, | word or phrase. with each letter. Cinquains [a verse of five lines that do | Students will be given not rhyme, 2,4,6,8, 2 syllables | different categories to writ poem. This poem will be a cinquain and will help students think about the concept. Diamantes | Written it takes on the shape | Students will create a poem ofa diamond. Made up of 7 lines using a set structure, Beginning subject, two describing words, three doing words, a short phrase about line 1, three doing words, two describing words, end subject that looks like a diamond and the poem will consist of the concept that is being taught. Definition poems Collection of words that express an emotion or idea, sometimes with a specific rhythm Students will create a poem that has been taught to them and will be given different categories for them. Repeated-phase collaborative Written by students working ‘Students will work together that works well with middle and high school students. Representation of their thinking by assuming personas and explaining how this activity works and inviting students. poems together to write a poem that relates to the concept. They will be able to choose the category they want, Dinner Party A small group drama activity | Students will be dramatic in Math and will connect the concept Meeting of the minds Participants who are well known in content areas are interviewed by the hosts ‘Students will use history in math by interviewing famou mathematicians and asking1 i | them questions on what they discovered, | “ving newspaper theater ‘A government subsidized presentation of major current issues in a dramatic forum ‘Students will contribute to the school newspaper and there will bea section pertaining to math and current events. Snapshots of history ‘Combines theatrical tableaux and imaginative writing about historical events ‘Students will use different parts in history that pertain to mathematicians and will recreate that stor} Rapping for review Students write rap songs to represent their thoughts about the content they have studied This will give students time to be creative and make it fun, Students will create a rap song that pertains to the concept and students will make sure itis coherent. x yyKWLS AY Name: __Gustavo Munoz. Date: 06/02/2016. ‘Time: 12:41. Topic: Chapter 4 (McKenna/McKenna) K Ww L s What I Know or Think I What I want to Know What II “| What I still want to Know 4) Know a y@ Different ways to get ~~ v students to interact with one another and the , teacher. How students improve in analyzing different context? Understanding the differences between what one knows and what they think they know. Never assuming anything, Understanding what I am reading and what the writer is trying to say to me. How to work with different types of children, regardless of _ their background, culture, ethnicity, and students How fcan I __ better understand children? How is the subject that I am teaching, can I make it more relatable and fun to learn? How can I make the students understand the difference between knowing and assuming? Making better ways to bring the _ students background knowledge on the topic and integrate it with what needs to be learned. How can I make the classroom discussions more interested and how can I get most of the How to initialize classroom discussions, reflect on them and reformulate them. How to better analyze and evaluate the responses given by the students. How can I add to their prior knowledge by comparing and contrast, cause and effect, problem solution, chronological order, listing different ways whether they are simple or systematic? Knowing how to analyze facts, anecdotes, analogies How can props help in class make the students understand the concept In order for me to get the students to understand the teacher better. How can you get close to a 100, percent of the students more active and participate more. How do I know whether the student is trying the hardest or just trying to get by? All of these concepts help a teacher, teach better, but it doesn’t necessarily make them more cautious/aware about their students using their mind and work to the best of their ability. A! WtTo therighe Source: English Language tp /s8.amazonawscom/libapps/accounts/45778 Learners and English ™##s/eelencexirounhdversixina asa Second Language + Vary in their use of English + Different levels in proficiency + Designed to teach English and provide instruction in the core curriculum using the native language. * Only a small percentage of students are reached through bilingual programs ee oo + Research suggests that immigrant students who identify themselves with their culture and native language are more The importance of working with diverse pelea store ieee + ESL programs are taught entirely in English in schools where rs there are many languages present. + Asteachers one will learn just as much from their students as they are from you. ‘+ Knowing and being culturally aware makes a teacher more approachable and builds a better relationship with their students, ‘+ Understanding how your students think and thougt proces works, makes one . GUSTAVO better overall teacher. Source; hep://quotesifehackorg/medio/quotes/quote-Gates McFadden Just + Knowing that only because thei frst tearing ni onterinaare 2029809 MUNOZ language is not English, does not mean that they are struggling or don't comprehend what the teacher is teaching, an ‘© Sometimes it is better for ELL and ESL Moree Ra TTT Te ans students to think in their native language because it makes their brains ‘work harder and comprehend it better. ence een pS eer aLoTCulturally Responsive Teaching ms = ow eeps://ww.coachforomerica org/sites/defaul/fles /0vrOrg-Culearaly-Responsive-Teaching O.png Diverse Leaders ‘A main idea introduces in this chapter Is Itspeaks about bringing in the native language into the classroom. Iealso introduces the thought about recognizingas ateacher the many cultures one will be introduced to. ‘The fact that only because they are from different culture. It doesn’t necessarily mean that they struggle with the material. tis justa language barrier. Makes one think about what one will do asa teacher/ mentor to this students for them in order to make sure they understand the concept. Cultural Understanding ‘© Cultural understanding is the ability of becoming aware of one’s cultural values, beliefs and perceptions. ‘© Knowing that different cultures are perceived differently from one another and that not one culture is {greater than the other. ‘¢ Making sure that children that are from a culture different from yours, they don't feel oppressed, ‘© Understanding that there will always be a barrier between cultures and knowing how to thinning that barrier, by understanding one another. Cultural Responsive Instruction ‘+ Ways of knowing, motivation for learning, and thelr funds of knowledge ‘+ Making connections with students’ backgrounds, origins and interests to teach the required standards. ‘© Drawing on students’ prior knowledge and experience. * High expectations, positive relationships, cultural sensitivity, active teaching methods, teachers as a facilitator, student control, Instruction around groups © Examples: Inviting student/families to present information from their country of origin. Opportunities to speak, read, or write in their native language. utps:/femedlia-cache kd pining com/736%/23/02/]7/2302FoeD6db 1ed0SZef asaztceftesing What is an SIOP Model? © Sheltered instruction observation protocol ‘© Serves.as.a blueprint for lessons that integrate content learning with support for ELL’s. ‘© Enhances instructional delivery by making teachers aware of different practices and behaviors that make a difference in language and academic development for students, ‘© Provides observational framework for rating teachers in sheltered classrooms. © Examples: Providing comprehensible input, using strategies for vocabulary development, differentiating between intensive and extensive reading._ Oust au Muar Thinking Form: Chapter 2: 1.U Igniting Student Learning the Frayer Model, create a visual for the word “Attention”. Definition The ability to notice, listen, show interest, be aware and watch someone or Characteristics/Examples Observation, captivating the audience, Using visuals, humor, Ability to keep Pala day4 perception attention altel something them entertained, making connections with one another, using technology to gather information ‘Symbol/Drawing ane . Non-Examples _ Distant, absent, spaced out, preoccupied, neglectful. x iLux 60 Nine ill out the following form: Strategies for Gaining Attention yy) Ay Strategy Explanation ;VGive an Example i Your Content Ai oye” climate Set a positive emotional The ability to keep a positive environment and move that information to memory storage. they ate artist, Ican show the prints of famous buildings Ta math I will'allow students to think of ways to make math fun. Use their backgrounds and show them how it can pertain to them, For example if em blue Captivate your audience Gaining and keeping students attention allows working memory to be stored in long-term memory T will be gaining fact, ideas, and situati math is used. _}*~ their attention by using different jons in real life to show them how Humor and visuals ‘The human brain and boy reacts positively to class everyday by T will try to use humor in either laughter release | making a joke or writing a endorphin, — epinephrine, | quote on the board. *) and dopamine. Prime the Pump Students are given time to respond to think or quick write or think-pair-share of a possible answer This will be used a lot } solution to the problem. my class because I understand that math can be difficult and think pair-share can benefit the students by figuring out the \ ra Student-centered lessons Troreases student engagement by supporting their intrinsic motivation and allowing them to | be creative and solve problems without a lecture instruction and solving the problems for them, class and will use tl different problem in the |T was shown this in my math Have many boards around class and have the students solve a board. focused Connected minds stay The ability to allow your students to figure out the solution by seeking it for themselves asking their peers, usit book, or a computer. Tn math T will change the situation every time to make the students more resourceful and solve the problem by weCre-blow observations Awareness to insightful Observation —_ experience motivates them to work at honing their skill of insightful active observation, especially in emotionally charged situations. In math I have to be aware on how the students will interact with one another and how they can help solve problems. yw Classroom detectives Students are eyewitnesses and write down everything they recall about the visitor and the person’s actions. Bringing a visitor that deals with math everyday once or twice a month would be _ beneficial because it would gir, them a break and they c Jearn about how math i used in real life. Practiced skills observation Students incorporate the observation-prompting questions they have been repeatedly asked into their own internal observation checklist. They will present something that deals with math and their fellow peers will grade them based on how the information is presented.Successful Strategies for English Language Learner This article introduces ELL and gives a few statistics about studdnts that are in ELL. As you may already know the statistics don’t look so good for students that are ELL. According to this article there are twice as many Latinos than blacks and five times more than whites that drop out of college. This article then gives a few scenarios in the country that are doing something about students in ELL. It first gives examples about how sheltered instruction and structured English ” immersion works best for ELL students. Then it gives it success rate and how many students that <2 / have sheltered education and structured English immersion improve significantly in English, It then discusses the first example, Dallas, they are introducing a program that they are teaching students from Kindergarten all the way to 12 grade in the Dallas school districts both languages. According to the article Dallas teaches every single child in Spanish and English This helps all students and students in ELL improve in their English. Washington is implementing English to ELL students by giving them extra help and focusing with students, inside and outside the classroom. Finally Tucson is doing something similar as Dallas is but only 10 districts are doing it. The way they do it is they may teach in Spanish one week and then in English the next. Pascopella, Angela. “Successful Strategies for English Language Learners.” District Administration Magazine. District Administration, Feb. 2011. Web. 04 Apr. 2016. , Need for Bilingual Educators Moves School Recruitment Abroad ots J AX This article gives the idea that in the States there are not many teachers that are bilingual. fy ue Therefore many districts are going abroad to Spain or Puerto Rico to hire teachers. It gives the \t examples of Dallas and Houston since they have some of the highest Spanish speaking 5 y communities, It also talks about how they offer more money to bilingual teachers and there' still a shortage of them. The article gives the idea that itis a necessity and not a luxury to have a bilingual teacher. In this article it only introduces Spanish speakers as ELL but it gives a brief detai] that places like New York and California are also interested in employing teachers abroad from Asia as well. According to this article the states has a huge population of native and bilingual Spanish speakers only second to Mexico. The problem with this is that teachers from Spain and students that are taught by them have a hard time adjusting The Spanish is different from what both groups speak and learn. Ks Mitchell, Corey. "Need for Bilingual Educators Moves School Recruitment Abroad." Education Week. Education Week, 25 Jan. 2016. Web. 04 Apr. 2016. , a UP deans cord ume WMH ALE Seenadds T Tat TL uwld try and Heh yy QV Pees spank one a auc hee obls We Bama be — ry Anagunefs srvante oth ful Were and fuel port combartavle rk Ltench fen. pagy as. Aare lanes ZRawe ancdvantoge int S nen 6 vilryval germ aad ovrY he BO engage CPrach, ingual-educators-moves-school-‘Gustayo Munoz * Educ 340 14/3/2016 ‘How can we use comprehension strategies to guide thinking KH SAKE WAL Waly tae YE attr TH my chads asieend Angry dar gus Guts tr aMok He cams gh ~Self- Questioning -A reading comprehension strategy that involves generating questions to guide thinking while reading, ‘¢ question answer relationships -A teaching idea that helps students understand how to self-question. It helps students to develop questioning abilities by focusing on the information source needed to answer the question “Explain: A reqding comprehension strategy in which we generate questions to guide thinking, Demonstrate: Think aloud, model choosing appropriate QAR, answer from the designated source, and write or say the answer. Guide: to work with partners to use QAR and questions, Encourage to answer questions and explain, Practice: Ask students to work on their own Reflect: Invite students ‘on what they learned. ‘© Content area I wonder statements -Encourages students to generate questions and provides a model for active thinking during the reading process. Statements can be shared orally, through sketching, or in writing. Statements can be used with either narrative or informational text, before, during and after reading. Explain: as a reading comprehension strategy in which we generate questions to guide thinking, help us engage in active thinking and generate questions while reading. Demonstrate: think aloud about the text and the prior knowledge you have about the topic, | create statements about the title, both orally and writing and read a segment to confirmed or disconfirm your statement. Guide: invite students to work with partners and ask them. to listen to determine the statements. Practice: invite students to work on their own, and