4.2-Whole Class

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

OVERVIEW:Ý ÝBoth theÝ teacher and the entire class must learn new sets of behaviors, mutual expectations, roles, and procedures to completely follow the L=TBC model.Ý Successful teaching and learning may be enhanced if not totally insured by following a gradual shift along a continuumÝ from the Knowledge-Transmission Model to the Constructivist Model, L=TBC.

 

See L=TBC Generic Model in Section 5-TLC-Generic

 

(3) BALANCE:

1.       Teacher directed-teacher manager

Reading, note taking by self-active, investigative, cooperative

1. THE WHOLE CLASS:

1.      Within the L=TBC Model, instruction patterns will occilate between Direct Teaching to the whole class and Teacher as Manager of rotations in small "Expert Groups".Ý

2.      Therefore, there will be sets of educational activities which are Whole Class and some which are either by self or by group.

(2) ROTATIONS:

1.        The class as a whole as well and the students within the class need to learn how to learn in a classroom where rotations occur.Ý

2.       Start with teaching the whole class.Ý Then schedule one group to rotate out from the whole class to a satellite learning stationÝ or group educational activity

 

4) CONTINUUM:

See three-axis continuum chart on Section 4.3-Continuum

Ý