| |
 |
Ideas
for Players :
...Hints about Teaching
- Try teaching
for 45 minutes of class time (about 6 minutes of real time)
with only one task, even one that is good for most students.
What do you notice?
- Try teaching for 45
minutes of class time with tasks changing every 5 minutes, (change
tasks about every 3 seconds), using tasks that are good for most
students. What do you notice? How does this differ from the “1 task” classroom?
- If you select
a task that is best for the most difficult student, what happens
for the rest of the students?
- Choose one task that is good for
most students, and then select and individualize a different task
for the student who is least likely to learn from the first task.
Does this lead to better student performance than the classrooms
with one or several tasks?
- It is possible to individualize tasks
for every student. What do you experience when you attempt to do
that?
- Try
teaching a class in which there is no task and you only talk
to the students. What do you notice?
- What kinds of statements bring people
up emotionally? What kinds bring them down? When would it be
a good strategy to bring someone down emotionally?
- What kinds of statements
encourage more persistence and staying on task? What kinds of
statements bring students down in persistence? When might it be
appropriate to bring a student down on persistence?
- Some students do better
on a task if you prepare them by talking to them first before
assigning a task. Can you discover the conditions for which this
is the best strategy?
- Jay’s
trouble is that he is already “above” most
of the available tasks, so they don’t challenge him. Is there
any strategy that helps him feel better while doing tasks that
are less challenging for him?
- Ali’s trouble is that she has little
of the background knowledge and skills needed for most of the
tasks. What does she need in order to learn?
|
|
 |
