CPP 2 THE FRONT SEAT EXPLOSION

Lecture this week is live, Tuesday 10.30 in 2B09.
Tutorials: Grad Dips in Inspire Tuesday 12:30 - 5pm, Undergraduates on Wednesdays
KLA Workshop:Thursday 4.30 - 6.20. Meet in the front foyer of Lake Ginninderra College. You'll be directed to your KLA (Key Learning Area) room from there.


The lecture

In the lecture this week, I'll tell the story of the front seat explosion, an incident that happened in one of my secondary English classes about 8 years ago. I'll be making some links between this incident and Krause's three Models_of_classroom_management.jpg (image below). I'll also show the way working with different learning styles can help prevent disruptive moments in a classroom.

CPP2_Models_of_classroom_management.jpg

CPP 2 lecture starts half-way through.

Echo 360 recordings
Rich media
Vodcast
Podcast
Course portal
Podcast RSS
Vodcast RSS

STEVE'S PREZI




Week 3 Tasks (for undergraduates and Dip Ed students)

Reading

Continue your reading about classroom management. What you read is up to you (though see suggestions below). The only requirement is that you read, and, if you’re an undergraduate, that you report on your reading in your Wednesday tutorial.

Reading suggestions (Don’t do them all! Choose what’s going to help the most.)

  1. Use the following documents to help you find useful readings: Models_of_classroom_management.jpg (image above), Guide_to_CPP_2_resources.png and Abstracts of e-Reserve articles Sheet1.pd.
  2. Here are some articles that are particularly relevant to this week's lecture and tutorial: Babkie (2006), Charles (2008a), Charles (2002), Charles (2005), Palmer (1997). (These are on our e-Reserve list.)
  3. Steve has been writing about CPP 2 on his blog, called Degrees of Fiction
  4. Browse around the Ning. Read other people’s Week 2-3 posts, and other stuff you find interesting or useful.

CPP_2_Guide_to_CPP_2_resources.jpg

Writing

Writing suggestions (Choose what’s going to help the most.)

  1. Write about what you've been reading. Write reflectively. 'This is what it's made me think about, or feel, or these are the memories it has triggered. These are the questions it raises for me, etc'
  2. Respond to the lecture.
  3. Respond to the 2012 Assessment 1 Rubric (Draft).pdf. You may find it useful to use these four headings: Clarify (what's not yet clear to me), Value (what I like about this rubric), Concern (what in this rubric causes me concerns), Suggest (how I can see the rubric might be improved).
  4. Reflect on, and critique, the tutorial (Tuesday afternoon for Grad Dips, Wednesdays for UGs). Did the format work for you? What teaching techniques are you picking up (or realizing you'll never use!:-)) through observing the way Steve organises his 'classroom'.
  5. Post online something that you began to work on during the tutorial time.
  6. Fill out Phil's HBDI questionnaire.pdf. Make sure you use EXACTLY 25 ticks. Notice, once you've finished, what your HBDI profile looks like. (Guess what Steve's profile looks like!)
  7. Respond to other student posts on Ning.

TUESDAY GRAD DIP TUTORIAL

Here's Grad Dip Tutorial Week 3 Mindmap.pdf (from 3pm to 5pm).
You won't understand it (yet), but it's going to be active and very productive.

CPP2Week3GDTutorial.jpg




WEDNESDAY UNDERGRADUATE TUTORIALS

  1. Roll: A short sentence-long response to the lecture. CLARIFY, VALUE, CONCERN or SUGGEST
  2. Pairs: in pairs, two minutes to talk to each other about what you've been reading for CPP 2
  3. Circle discussion: From each student, a word or phrase to describe progress-so-far in CPP 2
  4. Reading: Draft rubric for Assignment 1. Any questions or feedback?
  5. Survey: HBDI questionnaire. Creating my HBDI profile. (If you've done it before, does it come out differently this time?)
  6. Writing (3 minutes): What implications has your learning style had for you as a learner?
  7. Circle discussion: Implications for the classroom:
    • Should we cater for different learning styles in the classroom?
    • If we should, how might we use it?
    • How can this kind of knowledge help prevent classroom disruptions?
    • Why do students misbehave?
  8. Clarifications: Thursday KLA workshop, Assignment 1