1. Cooperative Learning Groups in Online Courses Linda s. Futch

pegasus.cc.ucf.edu/~lfutch/cooperative.pdf –

Заняття 12.

Тема. Assessing Individual Children. Індивідуальна оцінка дітей.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Висновки з теми.

Питання:

Questions and Activities:

1. Interview parents of a child who has been evaluated for eligibility in a spe­cial education program. Ask what was done, how the parents felt, and what impressed them positively or negatively. What could have been done to help or improve the process?

2. Attend a parent conference and take notes on the topics discussed. Also record who speaks, for how long, and the topic about which the person spoke. Do your findings fit your expectations?

3. Collect different types of observational data on children in a classroom. Analyze carefully what you learned and how it could have been more helpful.

4. Think about ethical dilemmas associated with the assessment process. These could include the child abuse issue raised in this chapter or confi­dentiality concerns. Interview an experienced teacher to see if the teacher has dealt with such issues. Discuss with your class how you would and should respond to these situations.

Reflective Questions:

1. When troubled by an individual child's behavior, do you routinely imple­ment and evaluate several different strategies or interventions in your classroom before referring?

2. Do you regularly share opinions and concerns about students with col­leagues and are your concerns discussed openly and compassionately? $

3. Does the individual assessment process in your school reflect a sincere commitment to understanding a child or is it a bureaucratic process focus­ing on whether the child qualifies?

4. Do you take the time to research the instruments being used to assess students in your classroom? Do you know how carefully they have been standardized and how valid they are?

5. Do you take baseline data or keep anecdotal records so that you know how intense and frequent, or of what duration, problem behaviors are?

6. Have you developed systems to monitor individual children's behavioral progress?

7. Do you read reports written about students in your class both carefully and critically? If you think information is inaccurate, do you register your opinions?

8. Do you gather information about the student in various settings with various people?

Література.

Основна :

1. Epanchin, Betty Cooper. Constructive Classroom Management: Strategies for Creating Positive Learning Environments / Betty C. Epanchin Brenda Townsend, Kim Stoddard.- Brooks/Cole Pub Co/ - 1994. – 365 pp.- PP.233-277.

Додаткова:

Observing Children: A Tool for Assessment

www.g-w.com/PDF/.../59070_8132_CH03.... 

Заняття 13.

Тема: Student-Teacher Dialogue: A Cooperative Search for Understanding and Connection. Student –Teacher Dialogue: A Cooperative Search for Understanding and Connection.

Діалог «вчитель-учень» як сумісний пошук для розуміння та взаємодії.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Висновки з теми.

Питання:

Questions and Activities:

1. Practice using I - messages in response to the following situations: You are giving directions to your entire class about how to complete a social-studies project. Two kids are whispering to each other, obvious to your instructions. Several other children sitting close to them seem more interested in the whispered conversation than in your directions.

Jason is a very bright sophomore boy in your tenth grade social- studies class. The class has been working in cooperative learning groups complete a project on ancient Greece. Jason's group has developed a very impressive, creative project. In the process of checking on each group progress, you make a suggestion to Jason's group. He rolls his eyes, as if to imply that your suggestion was ridiculous and reflected a lack of understanding on your part.

Alexis never turns in his homework, but he does very well (often the best) on all his tests and in-class assignments. You have an established grading procedure that allows 30% of the total grade for homework. Since Alexis has not done his homework, he cannot get a good grade in your system, and this worries you.

One of your colleagues asked to have a child with emotional and behavioral difficulties placed in her classroom. You concurred, but now you are disturbed because the child is failing. You believe her expectations for this child are unrealistic.

2. Tape record yourself in dialogue with a child and analyze your dialogue. How did you do?

Reflective Questions:

1.What role(s) do you play in your classroom? How do you know? What

data support your response?

2. Monitor your dialogues with your students. Do you know what you want to accomplish when you enter into a dialogue with an upset student?

3. Do you give students time to respond thoughtfully?

4. Have you been able to establish a sense of trust and safety?

5. Do you avoid value judgments and counter aggression?

Основна :

1. Epanchin, Betty Cooper. Constructive Classroom Management: Strategies for Creating Positive Learning Environments / Betty C. Epanchin Brenda Townsend, Kim Stoddard.- Brooks/Cole Pub Co/ - 1994. – 365 pp.- PP.279-307.

Додаткова:

1. Teacher Personal Theorizing: Connecting Curriculum Practice, ... - Результат из Google Книги books.google.com.ua/books?isbn=0791411257...E. Wayne Ross, Jeffrey W. Cornett, Gail McCutcheon - 1992 - Education - Страниц: 324 –PP.

Заняття 14. Тема: Student-Teacher Dialogue: A Cooperative Search for Understanding and Connection. Student –Teacher Dialogue: A Cooperative Search for Understanding and Connection.

Діалог «вчитель-учень» як сумісний пошук для розуміння та взаємодії.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Висновки з теми.

Questions and Activities:

1. Describe two children that you know—preferably that you teach. Use as many adjectives as possible in describing each child. Fold the descriptions up and put them away for several days, then re-examine them. What types of construals have you given each child? Can you think of other possible construals?

2. Describe your "power" in your classroom. How did you get it and how do you maintain it? Would you like to be more powerful? Why or why not? When your class gets loud and unruly, how do you feel? What do you do? Can you think of other, more desirable responses?

Reflective Questions:

6. Are you careful not to intrude into the student's private space logically and physically?

7. Do you convey a sense of confidence and ability to deal will problems?

8. Do you use time lines to help students organize their thoughts about events?

9. Dо you assist students in clarifying issues and seeing cause and effect?

Do you convey support and alliance through your body language and attitude? Do you avoid excessive touching?

19. Do you use concrete words when talking to an upset student? Is your language clear and easily understood? Do you maximize student talk and minimize your own talk?

20. How have you achieved your authority in your classroom and in your school? Is your power based in genuine ability to help or gained through your ability to punish and limit?

Література.

Основна :

2. Epanchin, Betty Cooper. Constructive Classroom Management: Strategies for Creating Positive Learning Environments / Betty C. Epanchin Brenda Townsend, Kim Stoddard.- Brooks/Cole Pub Co/ - 1994. – 365 pp.- PP.279-307.

Додаткова:

1. Actual minds, possible worlds. Jerome. S. Bruner. Cambridge, MA: Harvard. University Press, 1986, 201 pp//The Mind According to Bruner<product> <article-title>Actual Minds ...

www.jstor.org/stable/10.2307/1177209 

Заняття 15.

Тема: Crisis Management. Криза-менеджмент.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Висновки з теми.

Discussion Questions and Activities:

1. Develop a plan for recognizing potential crises and preventing the escala­tion of behaviors.

2. Develop a handbook with information of various community resources to which students and families in crisis can be referred for assistance.

3. Your teaching colleague confided that he has a student in his class who does not trust him. The teacher further stated that he has tried everything to build a relationship with the student and is at wit's end. What advice would you give your colleague?

Література.

Основна :

1. Epanchin, Betty Cooper. Constructive Classroom Management: Strategies for Creating Positive Learning Environments / Betty C. Epanchin Brenda Townsend, Kim Stoddard.- Brooks/Cole Pub Co/ - 1994. – 365 pp.- PP.309-333.

Додаткова: