Starting to find annoying all the restrictions on "how" to teach.
Can't lecture....must be hands on/project based learning
can't assign vocabulary words as "look up and memorize the definition"....a teacher has to do "something" with the vocabulary words
can't assign reading before class....this one is stupid...if the teacher is going to cover/start teaching chapter N on a Tuesday, that teacher can not assign chapter N to read for homework on Monday night. Must assign reading after you introduce the material to the student.
Me, personally, I learned by listening to lectures and taking notes. Reading the chapter before coming to class, because if I didn't, I was completely lost during the lecture. And, bonus, in order for me to take the SAT, ACT, and GRE, i had to memorize these vertiginously nauseating words b/c definitions were HALF the test. I say vertiginously, because that's how I felt after creating hundreds of flip cards, and no please don't ask me to pronounce this damn word, we all know i can't even pronounce cleavage without sounding like cleavand, nor Maynard, my all time love (that is if the BF can stand to share my heart with the most amazing voice on a man in the whole wide world), so no I can't pronounce vertiginous.
so anyway, i'm banging my head on creating a unit plan with trying to abide to these guidelines...which btw is only a small portion of the guidelines....we are not EVEN gonna go into differentiating.
2 comments:
The word differentiating makes my eye twitch.
i got around differentiating by snagging my CT's idea.
created a "layers" project list, the student's get to pick from a list of projects in each level (based on bloom's taxonomy).
It was kind of a bitch to figure out which layer the projects fit into, but now it's done.....differentiating done!
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