The group photo that we put right at the first page of our folder.
On September 15th, we were lucky again to have Natalie Pham with us for a whole day training on Multiple Intelligences and especially the "6 Habits of Highly Effective Teachers", which is also the name of her debut book. She was lively and wonderful as always, full of positive energy. Love her teaching and love her generosity.
MULTIPLE INTELLIGENCES
(actually there are 9 types, including the existential one)
(actually there are 9 types, including the existential one)
LEFT BRAIN AND RIGHT BRAIN TEST
My result: 50% Left and 50% Right Brain.
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BLOOM'S REVISED TAXONOMY
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6 HABITS OF HIGHLY EFFECTIVE TEACHERS
Habit 1. Lesson is focused on objective
Highly effective teachers have a clear plan of what they want to do.
SMART Objectives
Specific: State what exactly what you want to accomplish (Who, What, Where, Why)
Measurable: How will you demonstrate and evaluate the extent to which the goal has been met?
Achievable: Stretch and challenging goals within ability to achieve outcome. What is the action-oriented verb?
Realistic (Relevant): How does the goal tie into your key responsibilities? How is it aligned to objectives?
Time-bound: deadlines, dates, time, frequency...
Criteria: Students can explain what they are learning.
Habit 2. Delivering content clearly
- Emphasizing keypoints
- Dynamic presence (voice, walking around, clarity, enthusiasm)
- Tools to organize the content: vocabulary chart, venn diagram, mind map, analogy...
Criteria: Explanations are short and thoroughly explaining concepts in a direct and efficient way.
The teacher makes connections with other content areas, students' experiences and interests, or current events in order to make the content connected to build student understanding and interest.
Students ask higher-order questions and make connections by themselves...
Habit 3. Teaching Time is maximized
All the time in class is used effectively.
- Think of procedure to minimize time wasted (step 1, step 2...)
- Timer, time keeper (can be student), agenda: set and reinforce time limits
- Classroom management, action plan...
Criteria: Routines and procedures run smoothly and students generally know their responsibilities and do not have to ask questions.
Transitions are orderly and efficient.
No idle time.
Students share responsibilities for the routines in the class.
The lesson progresses at a fast pace, such that students are never disengaged and students who finish early have something else meaningful to do.
Habit 4. Engage ALL students
Strategies:
- Consider Multiple Intelligences, Left-Right Brain...
- Ask students to write questions.
- Think - Pair - Share (Think - Write - Pair - Share)
- KWL (What you know, What you want to know, What you've learned)
- Kahoot, Quizziz...
- Small boards
- A-B-C-D
- 5 Fingers
- Brain break: Go noodles...
Criteria: The teacher provides students more than one way to engage with content, as appropriate, and all ways are matched to the lesson objective (ex: a Socratic seminar might involve verbal/linguistic and interpersonal ways).
Students respond positively and are actively involved in the work.
Habit 5. Check for understanding
- Asking clarifying questions
- Asking reading comprehension questions
- Asking students to rephrase material
- Conferencing with individual students
- Drawing upon peer conversation/explanations
- Having students respond on the boards
- Having students vote on answer choices
- Moving around to look at each group's work
- Observing student work in a structured manner
- Scanning progress of students working independently
- Exit slips
- A-B-C-D
- Five fingers
- Kahoot, Quizziz...
- Thumb up/down
- Small boards
Criteria: The teacher checks for understanding at all key moments.
Every check gets an accurate "pulse" of the class's understanding.
The teacher uses a variety of methods of checking for understanding.
The teacher seamlessly integrates information gained from the checks by adjusting the content or delivery of the lesson, as appropriate.
Habit 6. Positive interactions
Love is natural.
Modelling, for more compassionate and kind kids, who are willing to help others.
Modelling, for more compassionate and kind kids, who are willing to help others.
The I message: "I feel.....
When you....
and I want....."
Positive comments, praise and compliments
- Good job!
- Well done!
- Awesome!
- Close enough.
- Almost there.
- Nice try
- Excellent...
- Amazing!
- I love it.
Personalized handshakes....
Criteria: Students are invested in the success of their peers (collaborating with and helping each other...) and may demonstrate frequent positive engagement with their peers.
Students may give unsolicited praise or encouragement to their peers for good work.
There is evidence that the teacher has strong, individualized relationships with students in the class (the teacher might demonstrate personal knowledge of student's lives, interests, and preferences.
Feedback
Criteria: Students are invested in the success of their peers (collaborating with and helping each other...) and may demonstrate frequent positive engagement with their peers.
Students may give unsolicited praise or encouragement to their peers for good work.
There is evidence that the teacher has strong, individualized relationships with students in the class (the teacher might demonstrate personal knowledge of student's lives, interests, and preferences.
Feedback
- 3 things I liked / and / or learned
- 2 questions I still have
- One strategy I will use in my class
- Feedback for Presenter
