ANSWER THE ESSENTIAL QUESTION AFTER SESSION SIX

After completing the online session five and all of the homework, please return to this post and answer the Essential Question for Session Five by posting a COMMENT to this blog entry.

Why does teaching with 4MAT call for multiple forms of assessment?

ANSWER THE ESSENTIAL QUESTION AFTER SESSION FIVE

After completing the online session five and all of the homework, please return to this post                 and answer the Essential Question for Session Five by posting a COMMENT to this blog entry.

Describe the five assessments you will use to measure 4MAT instructional skill. 

Be sure to include the criteria you will use to judge the following:  

Engagement,  

Imaging the content, 

Content Knowledge, 

Skills in using the content, 

Extension of the learning and the end performance. 

ORANGES EXERCISE POST

After completing the Oranges Exercise, post your results for the lists below as a COMMENT.  

You need to list how many post-it notes for

1. the real orange,
2. the picture, and
3. the definition and history. 

Do not forget to add your completed sentence to your post:

The impact of learning with both the 12 o'clock and 6 o'clock experience is _____________    

RAINBOWING 4MATION PLANS

My Rainbowing Comments

Note: you must change your "Viewable By" permissions from "Me" to "Everyone" so that your seminar participants can view and comment on your unit. (You can always change it back.)

Rainbow 1 unit posted by a colleague. Post your rainbow ideas as a comment to this blog post. To “Rainbow” a unit, review the author’s design framework to get the idea of the basics of their design, then review each octant activity (hint: view it in Guidebook page). What you want to do is suggest resources or activities that would enhance or add value to the author’s design. Perhaps you know of a book or video that would enhance one of their octants. Possibly you thought about a different concept or a different connect activity as you were reviewing the design. Post a general comment on their overall lesson plan.

Example:
The Results of Weathering by Gerard Ban (rainbowed by Gary Rouse)

I liked your class about the changes caused by weathering. There are many ways to study this concept and see how things weather, but I will limit my suggestions to the following: In looking at your connect I thought it might also be good to have some students get something really hot and watch it dry out as another type of change caused by weathering. You asked them in perform to talk about what we can do to lessen the effect of weathering, yet this is the only place this new concept is addressed. It might be good to have them see some examples of this first, such as how ditches or the planting of grass can stop soil erosion. 

 

When the learner takes over the learning---- I vividly remember learning to ride a bike and that moment when I didn't feel the security of Daddy's hand on my back.... so frightening and exciting at the same time.  I grew up in the country so no nice paved road for me-- crushed rock (gravel) was waiting to punish me if I overbalanced!

Working with mom in the Kitchen

 Tracey Williams

WLTO Image

 

Wanda’s WLTO Image

WHEN THE LEARNER TAKES OVER LEARNING

Please post one image on the blog using the "NEW POST" button at the top of the page-because you are posting an image. We would like you to find an image showing "When the learner takes over the Learning." We will use these images in our Quadrant 2 Right (Image or Bridge step). Remember this step represents the outcomes imaged and one outcome of 4MAT instruction is that the learner will reach a place on the cycle when they do take over the learning.  

CONCEPT/CONTENT MAPS AFTER SESSION FOUR

 

Share your lesson on the blog by posting a "COMMENT" (Title and Grade level), CONCEPT,  BRIDGE(outcomes imaged) and CONTENT.

Example: (thanks to Jami Covone)

Unit Title - The First Americans and the Land They Found

Grade - Middle School

Concept - Culture
Bridge - Diversity and Adversity
Content - The First Native American

ANSWER THE ESSENTIAL QUESTION FOR SESSION FOUR

After completing the online session four and all of the homework, please return to this post and answer the Essential Question for Session Four by posting a "COMMENT" to this blog entry.

What is the conceptualizing process and how will you do it?

Movie Exercise

 

Saturday Night Fever is a lesson in being authentic. 

In the movie each of the main characters is facing the challenge of dealing with the expectations of others verses their true feelings and desires.

 

Here is a link to download the GameBoard Activity Answer Key:

GAMEBOARD ANSWER KEY

ANSWER THE ESSENTIAL QUESTION FOR SESSION THREE

After completing the online session three and all of the homework, please return 

to this post and answer the Essential Question for Session Three by posting your 

answer as a COMMENT to this blog entry.

How does your teaching style influence your instructional designs? 

MOVIE CONCEPT-IMAGE EXERCISE AFTER SESSION THREE

The following exercise will give you experience creating an image 

combined with language that brings you to the essence of the subject.

     1.  Select one film that you have seen. 

2. Write a short summary.

3. Create or (find online) an advertisement or image for this movie.

4. Complete this sentence for your movie: 

(Name of film): A Study in ______________

5. Post your Summary, Image and Sentence on the course blog

      before the 4th session.

To do this, you must click the "NEW POST" link at the top of this page. You will then see the toolbar which will allow you to add an image to your post. Click the picture icon and browse to find your image and insert it. Please use images not larger than about 4 inches or 450 pixels. You can use the controls to make it smaller.

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SESSION TWO HOMEWORK: MY WHOLE-BRAINED PROBLEM SOLVING EXAMPLE

 

Post a COMMENT to this blog entry and share your experience of a time when you had to use both sides of your brain to solve a problem.

Example: (thank you, Hugo Gomez) "I was attempting to do a tune-up on my wife's car when I ran into a problem: a bad spark plug was stuck in the cylinder head and the opening was too small and deep for my fingers to reach in and grab it. Part of the wire was welded onto the top of the plug not allowing the wrench to take hold of the plug.(L)

I started thinking about other situations where there may have been items stuck inside something. Everything from TV shows where engagement rings went down the sink to images of Baby Jessica. (R)

I know I will need some sort of tool to remove the piece of metal blocking the spark plug. (L)

IDEA! I will use chopsticks to reach down and pull out the piece of metal thereby freeing the spark plug! (L/R)

I start convincing myself that this idea will work because chopsticks are much more slender than my fingers and I should be able to pluck that piece of metal. (L)

It didn't work. I couldn't generate enough leverage to pull out the piece of metal. The chopsticks kept slipping. I couldn't get a good grip. So I got another idea. I needed a chopstick with a hook on one end. This would give me the leverage necessary to pull out the piece of metal. (L/R)

Well, I know chopsticks have straight ends so I get a visual image of what's needed. I immediately know I have to use one of my wife's crochet hooks. It worked! (L/R)" 

PLEASE POST YOUR TSI SCORE

 

Please post your TSI scores as a COMMENT to this blog post following the example for Mary below.

Example:

Mary:  Q1-29, Q2-15, Q3-22, Q4-24

ANSWER THE ESSENTIAL QUESTION AFTER SESSION TWO

 Please post your answer as a COMMENT to this blog post.

After completing the online session two and all of the homework, please return to this post and answer the Essential Question for Session Two by posting a comment to this blog entry.

"What kinds of teaching strategies must be added to bring the balance of Right and Left mode in the classroom?"

HEMISPHERIC MODE INDICATOR (HMI) RESULTS BEFORE SESSION TWO

Please post your Hemispheric Mode Indicator (HMI) 

results as a COMMENT to this blog post.

My HMI score was -1, favoring the left hemisphere, 

but only just barely so.

I feel that this score adequately represents who I am. I can adjust myself to focus in on details, be organized, calculate, work towards goals, consider management, remove myself from situations, and use words to my advantage. On the other hand, I can also let loose, be creative, go with the flow when neccesary, make connections, use pictures and graphics to my advantage, and be empathic. I have the ability to shift back and forth.

However, this can also create chaos in my life. There are times when I can literally feel my brain floundering. I can't explain what it feels like. I visualize it as oil and water that has been swirled together. Sometimes I'm presented with a problem or situation and I simply freeze. I can feel my brain jumble up as it tries to decide which half is going to take over-as though the two halves are at war with each other. It's the strangest sensation. I wish I knew how to make them work together...

STUDENT/WORKER CHALLENGES

 

Choose Three Students/Workers (from WorkBook 1 Extend activity)

Students:

One who worries about always getting things just right,
One who you believe has untapped potential, and
One who reminds you of yourself as a student.

Workers:

One who worries about pleasing everyone, never confronts,
One who is not very engaged in the work, doing minimum, and
One who reminds you of yourself.

Post your comments to this blog post.  Post the challenge you would creator each type of learner by adding a COMMENT to this post. 

ANSWER TO ESSENTIAL QUESTION AFTER SESSION ONE

Please post your answer as a COMMENT to this blog post.

After completing online session one and all of the homework, please return to this post and answer the Essential Question for Session One by posting a comment to this blog entry.

"HOW DOES THE CYCLE CREATE THE STYLES"

SUCCESSFUL BLOGGING

Download the SUCCESSFUL BLOGGING PDF, which should help you if you are new to blogging. 

PLEASE INTRODUCE YOURSELF

  

Take a minute to tell your fellow class members a little about yourself! ADD A COMMENT TO 

THIS BLOG POST and tell us what we shouldknow about you! 

LEARNING TYPE MEASURE (LTM) RESULTS

 

Please post your Learning Type Measure results as a COMMENT to this blog post. Be sure to include your Quadrant scores as well as your Watching/Doing score.

Mary Piekarski:
Type 1 - 53, Type 2 - 21, Type 3 - 35, Type 4 - 41, Watching/Doing - +3