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Objectives ,[object Object],[object Object]

Some examples of research about the brain and how we learn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How would you like to learn in this session? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

TOMLINSON “… shaking up what goes on in the classroom so that the curriculum is a better fit for all.”

TWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE. Mihaly Csikezentmihalyi Flow: the Psychology of Optimal Experience

Questioning ,[object Object],[object Object],[object Object],[object Object]

Why peer and self assessment? ,[object Object],[object Object],[object Object],[object Object]

Effective peer and self assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]

Implications for teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Next Steps – choose from the following ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

If you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don’t quite know what you are doing You are probably growing! --Madeline Hunter

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