module 3 language day 2

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OHT

Teaching All; Reaching All


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Distinguish among the different registers of language and assist students in the development of formal register.

Utilize story structure when working with certain students and parents.

Understand mediation and cognitive strategies.

Objectives for Module 3:


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Registers: FROZEN FORMAL CONSULTATIVE

CASUAL INTIMATE

Kaplan Discourse:

FORMAL CASUAL


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Making the connection.


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Cognitive Strategies

INPUT:Quantity and

quality of data gathered

(we expect student to come to school

with these)

OUTPUT:Communicationof elaboration

and input(where teaching

occurs)

ELABORATION:Efficient use of data

(where teaching occurs)

1. Use planning behaviors.2. Focus perception on specific stimulus.3. Control impulsivity.4. Explore data systematically.5. Use appropriate and accurate labels.6. Organize space using stable systems of reference.7. Orient data in time.8. Identify constancies across variations.9. Gather precise and accurate data.10. Consider two sources of information at once.11. Organize data (parts of a whole).12. Visually transport data.

1. Identify and define the problem.2. Select relevant cues.3. Compare data.4. Select appropriate categories of time.5. Summarize data.6. Project relationship of data.7. Use logical data.8. Test hypothesis.9. Build inferences.10. Make a plan using the data.11. Use appropriate labels.12. Use data systematically.

1. Communicate clearly the labels and processes.

2. Visually transport data correctly.3. Use precise and accurate language.4. Control impulsive behavior.

Adapted from work of Reuven Feuerstein

Don’t have these can not effectively use data (elaboration)

With out input and elaboration students cannot produce what is expected (output)

Ways of processing information.


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1. The bench is ___________________.2 To the left of the boy __________________.3. The house is ___________________.4. The flowers ______________________.5. Behind the boy ___________________.


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Mediation

STIMULUS MEANING STRATEGY

Mental Prowess

What WhyHow

Teaching

LearningInside the

head

Outside the head

Skill,Expertise


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1. STOP the behavior that is inappropriate.

2. Tell the student WHAT he/she did that was wrong.

3. Tell the student WHY the behavior is wrong and its consequences.

4. Tell the child HOW to behave the next time.

Mental Model

Behavior Mediation

because

123


OHT

NewBehavior

Mental ModelStorybook Technique

CurrentBehavior

123

because

What

Why


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Mental ModelInfinity Symbol


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QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Mental ModelAbsolute Value


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FILE

FO

LDER

Mental Model for Part to Whole

4 3 2 1 ...

Folder labels can be used to name subtopics.

Numbers indicate how many note cards are needed in each category.

Topic

TopicTopic

TopicTopic

Topic

4 3 2 1 ...

4 3 2 1 ...

4 3 2 1 ...

4 3 2 1 ...

4 3 2 1 ...

Make a list of items a student is to have in their desk. Have the student draw on paper the organizational arrangement of the items in their desk. Laminate them. During the last 5 minutes of the day have them put their items in their desk according to the map they drew. Anything not on the map should be taken home or thrown away.

Use 3x5 cards and have the students write on one side a calendar for the week to identify when things must be done. On the other side they make a list of what they need to do that day. Each day they make a new card with their “plan for the day.”

Mental Models Third - Fifth Grade

Mental Models Kindergarten - Second Grade

Give the student a stop watch/timer that he/she can set, and have a given amount of time to compete a task.

Use a racetrack approach and help the student plan how to get to the finish line by the end of the day.

Place or draw 3 pictures of learning centers on a sheet of paper. As the student finishes a learning center, he/she puts an X on the picture.


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What can you do in the classroom?

COGNITION

1. Embed the strategies into daily instruction and content.

2. Direct-teach strategies that have not been developed.

3. Assist students in developing mental models.

Mental action of acquiring knowledge and understanding through thought, experiences and the senses.


OHT

Teaching

Learning

Inside the head

Outside the head

Teaching/Learning Follow-up

module 3 language day 2

Education