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learn best.
THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in BLOCKAGES AND BARRIERS TO CREATIVITY We can even block ourselves with self-imposed fears of failure. Self-criticism. Negative thinking and constant self-criticism and self-doubt are also very limiting factors to creativity. We can talk ourselves out of taking creative risks, or of trying new things, or of seeking new forms of expressions. Ego. MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CRITERIA TO HELP EVALUATE CREATIVE IDEAS 1. Does it prevent waste/conserve materials? 2. Will it bring about desired improvement or results? 3. Will it be generally acceptable to most of your colleagues, to the administration, or to parents or students? Or will you have to do some ground work in order to change minds before you get approval? 4. THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in BLOCKAGES AND BARRIERS TO CREATIVITY We can even block ourselves with self-imposed fears of failure. Self-criticism. Negative thinking and constant self-criticism and self-doubt are also very limiting factors to creativity. We can talk ourselves out of taking creative risks, or of trying new things, or of seeking new forms of expressions. Ego. MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CRITERIA TO HELP EVALUATE CREATIVE IDEAS 1. Does it prevent waste/conserve materials? 2. Will it bring about desired improvement or results? 3. Will it be generally acceptable to most of your colleagues, to the administration, or to parents or students? Or will you have to do some ground work in order to change minds before you get approval? 4.TYPES OF LEARNING
Original source for the identification of these four ways of learning comes from Rayala, Martin. (February,1996) Changing your mind: Toward a theory of learning: Applying complexity science to learning as a complex, dynamic system (a working paper, unpublished)1-3. The concepts above were adapted from Rayala’s original discussion as they offer a nice categorical delineation of types ofMODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) should BRAIN-BASED EDUCATION Definition . Brain-based learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011).Whatever we call this “not really new” discipline, it is a comprehensive approach to STERNBERG'S VIEWS ON INTELLIGENCE Think about it: On the surface many of Sternberg’s descriptions appear to equate to some of the aspects of personality type theory. For instance, it may be apparent to those who have studied some of Carl Jung’s work on personality preferences that Sternberg’s “scope variables” of internal and external might equate to preferences for either introversion or extraversion in Jungian USAGE POLICES AND ABOUT LESLIE About Leslie Owen Wilson – You can reach me at my website address Originally from Baltimore, Maryland, I have lived in many areas of the US and in Germany. My doctorate, from Oklahoma State University, is in curriculum and instruction, with additional emphasis in educational foundations, and gifted education. BOOKS ON BRAIN-BASED LEARNING Resources and books on brain-based education, aka educational neuroscience. New and well worth investigating – For those of you with teenage children or who are teaching teenagers – Jensen, F. E. and Nutt, A. E. (2015) The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults.New York: HarperCollins Publishing. BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
MADELINE HUNTER LESSON PLAN MODEL Other pages with valuable information or sample plans: *New – An accessible cache of 5 prototypes using the steps of the Hunter Lesson Plan – As explained the Hunter Model is a very formulaic. Even if they are NOT in your subject area, the following 5 sample plans will help you develop your own just from looking at their repetitivepatterns.
CRITERIA TO HELP EVALUATE CREATIVE IDEAS 1. Does it prevent waste/conserve materials? 2. Will it bring about desired improvement or results? 3. Will it be generally acceptable to most of your colleagues, to the administration, or to parents or students? Or will you have to do some ground work in order to change minds before you get approval? 4. THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
KILLING OR FOSTERING CREATIVITY IN CHILDREN On the importance of persistence and reflection in fostering creativity We are part of a hyperturbulent, fast-paced, disposable culture — break-down furniture, break-up marriages, cross-country migrations, sound bites, video clips, fast food, eat-and-run types of living.The breakneck speed of these interactions leads to an incessant, pervasive need for instant gratification. LESSONS OF ANOTHER KIND Lessons are not just for students and sometimes teachers must also be willing learners. This poem reminders readers that teachers still havethings to learn.
TAXONOMIES OF LEARNING The Cognitive Domain (1956 version, aka Bloom’s Taxonomy) First described in our array of the most common three taxonomies of learning is that of the cognitive domain.This domain concerns how we come to know something, and how we construct knowledge. MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) should BRAIN-BASED EDUCATION Definition . Brain-based learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011).Whatever we call this “not really new” discipline, it is a comprehensive approach to MULTIPLE INTELLIGENCE INDICATORS Special MI Intelligence Indicators – How are kids smart? “Nature never repeats herself, and the possibilities of one human soul will never be found in another.” Elizabeth Cady Stanton ©Leslie Owen Wilson – email. In a nutshell – According to Gardner what isintelligence?
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Characteristics of the creatively gifted: Possible negative traits of highly creative students or non-conforming behaviors: 1. Independent, anti‑authoritarianA JOURNEY'S WISH
A Journey's Wish is a poem by Leslie Owen Wilson for students andfellow travelers.
DRESSINGS - THE SECOND PRINCIPLE Dressings is a poem about unequal funding of public schools -- what it does to the fragile psyches of children, ones trying but seeing theyare not valued.
THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
KILLING OR FOSTERING CREATIVITY IN CHILDREN On the importance of persistence and reflection in fostering creativity We are part of a hyperturbulent, fast-paced, disposable culture — break-down furniture, break-up marriages, cross-country migrations, sound bites, video clips, fast food, eat-and-run types of living.The breakneck speed of these interactions leads to an incessant, pervasive need for instant gratification. LESSONS OF ANOTHER KIND Lessons are not just for students and sometimes teachers must also be willing learners. This poem reminders readers that teachers still havethings to learn.
TAXONOMIES OF LEARNING The Cognitive Domain (1956 version, aka Bloom’s Taxonomy) First described in our array of the most common three taxonomies of learning is that of the cognitive domain.This domain concerns how we come to know something, and how we construct knowledge. MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) should BRAIN-BASED EDUCATION Definition . Brain-based learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011).Whatever we call this “not really new” discipline, it is a comprehensive approach to MULTIPLE INTELLIGENCE INDICATORS Special MI Intelligence Indicators – How are kids smart? “Nature never repeats herself, and the possibilities of one human soul will never be found in another.” Elizabeth Cady Stanton ©Leslie Owen Wilson – email. In a nutshell – According to Gardner what isintelligence?
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Characteristics of the creatively gifted: Possible negative traits of highly creative students or non-conforming behaviors: 1. Independent, anti‑authoritarianA JOURNEY'S WISH
A Journey's Wish is a poem by Leslie Owen Wilson for students andfellow travelers.
DRESSINGS - THE SECOND PRINCIPLE Dressings is a poem about unequal funding of public schools -- what it does to the fragile psyches of children, ones trying but seeing theyare not valued.
THE SECOND PRINCIPLE This is the teaching essentials index of the Second Principle website. It is devoted to imperative expertise and knowledge every 21st century teacher should know, or know how to do.MODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray THREE DOMAINS OF LEARNING The three domains of learning are cognitive (thinking/head), affective (feelings/emotions), & psychomotor (physical). This is a succinctoverview of all 3.
BOOKS ON BRAIN-BASED LEARNING Resources and books on brain-based education, aka educational neuroscience. New and well worth investigating – For those of you with teenage children or who are teaching teenagers – Jensen, F. E. and Nutt, A. E. (2015) The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults.New York: HarperCollins Publishing.TYPES OF CURRICULUM
Types of curriculum like: hidden, overt, covert, social and null curricula, etc. This comprehensive listing includes explanations foreach.
USAGE POLICES AND ABOUT LESLIE Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray CRITERIA TO HELP EVALUATE CREATIVE IDEAS A list of questions and/or criteria to help evaluate creative ideas,or new ideas.
DRESSINGS - THE SECOND PRINCIPLE Dressings is a poem about unequal funding of public schools -- what it does to the fragile psyches of children, ones trying but seeing theyare not valued.
THE SNOWFLAKE MODEL OF CREATIVITY The Snowflake Model of Creativity delineates the characteristics which distinguish creative people. Conceived by David Perkins it is efficient and succinct. MADELINE HUNTER LESSON PLAN MODEL Other pages with valuable information or sample plans: *New – An accessible cache of 5 prototypes using the steps of the Hunter Lesson Plan – As explained the Hunter Model is a very formulaic. Even if they are NOT in your subject area, the following 5 sample plans will help you develop your own just from looking at their repetitivepatterns.
THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. MAKING INSTRUCTIONAL DECISIONS It is about making informed choices concerning methods of instruction that are best suited to: your style of teaching; your subject – both its content and processes; and. your learners and their instructional needs. Exploring the intersection between these three needs is a continual process. At this level of exploration and performanceTYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. MAKING INSTRUCTIONAL DECISIONS It is about making informed choices concerning methods of instruction that are best suited to: your style of teaching; your subject – both its content and processes; and. your learners and their instructional needs. Exploring the intersection between these three needs is a continual process. At this level of exploration and performanceTYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
TAXONOMIES OF LEARNING 1. Receiving – refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention. feel, sense, capture, experience, pursue, attend, perceive 2. Responding – refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.MODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defrayOPTIMAL LEARNING
Optimal Learning. The good news is that students can get better and better provided that we design instruction to improve their skills-and we can do so right from the start, in kindergarten and first grade.”. (Joyce B., Weil M., & Calhoun E. (2009) Models of teaching and learning, Pearson, 13) STERNBERG'S VIEWS ON INTELLIGENCE Think about it: On the surface many of Sternberg’s descriptions appear to equate to some of the aspects of personality type theory. For instance, it may be apparent to those who have studied some of Carl Jung’s work on personality preferences that Sternberg’s “scope variables” of internal and external might equate to preferences for either introversion or extraversion in Jungian BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
THE EIGHTH INTELLIGENCE General Description: Naturalist intelligence deals with sensing patterns in and making connections to elements in nature. Using this same intelligence, children possessing enhanced levels of “nature smarts” may be very interested in human behaviors, or the behaviors, habits, or habitats of other species. CRITERIA TO HELP EVALUATE CREATIVE IDEAS 1. Does it prevent waste/conserve materials? 2. Will it bring about desired improvement or results? 3. Will it be generally acceptable to most of your colleagues, to the administration, or to parents or students? Or will you have to do some ground work in order to change minds before you get approval? 4. 5 BASIC TYPES OF QUESTIONS 3. Divergent – These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. Thesetypes of
THE SNOWFLAKE MODEL OF CREATIVITY The model consists of the following elements: 1. A strong commitment to a personal aesthetic. Creators have a high tolerance for complexity, disorganization, and asymmetry. They enjoy the challenge of struggling through chaos and struggling toward a resolution and synthesis. 2. The ability to excel in finding problems. MADELINE HUNTER LESSON PLAN MODEL The model was developed by the late school principal and long-time educator Dr. Madeline Hunter. The traditional steps of the Hunter Lesson Plan Model were designed for the explicit purpose of having students get it right the first time through. Erroneously some school administrators have used the model to analyze teaching performances. THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
THREE DOMAINS OF LEARNING The three domains of learning are cognitive (thinking/head), affective (feelings/emotions), & psychomotor (physical). This is a succinctoverview of all 3.
BRAIN-BASED EDUCATION Definition . Brain-based learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011).Whatever we call this “not really new” discipline, it is a comprehensive approach to MULTIPLE INTELLIGENCE INDICATORS Special MI Intelligence Indicators – How are kids smart? “Nature never repeats herself, and the possibilities of one human soul will never be found in another.” Elizabeth Cady Stanton ©Leslie Owen Wilson – email. In a nutshell – According to Gardner what isintelligence?
MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) should STERNBERG'S VIEWS ON INTELLIGENCE Think about it: On the surface many of Sternberg’s descriptions appear to equate to some of the aspects of personality type theory. For instance, it may be apparent to those who have studied some of Carl Jung’s work on personality preferences that Sternberg’s “scope variables” of internal and external might equate to preferences for either introversion or extraversion in JungianTYPES OF CURRICULUM
Types of curriculum like: hidden, overt, covert, social and null curricula, etc. This comprehensive listing includes explanations foreach.
LESSONS OF ANOTHER KIND Lessons are not just for students and sometimes teachers must also be willing learners. This poem reminders readers that teachers still havethings to learn.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Characteristics of the creatively gifted: Possible negative traits of highly creative students or non-conforming behaviors: 1. Independent, anti‑authoritarian BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
THREE DOMAINS OF LEARNING The three domains of learning are cognitive (thinking/head), affective (feelings/emotions), & psychomotor (physical). This is a succinctoverview of all 3.
BRAIN-BASED EDUCATION Definition . Brain-based learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011).Whatever we call this “not really new” discipline, it is a comprehensive approach to MULTIPLE INTELLIGENCE INDICATORS Special MI Intelligence Indicators – How are kids smart? “Nature never repeats herself, and the possibilities of one human soul will never be found in another.” Elizabeth Cady Stanton ©Leslie Owen Wilson – email. In a nutshell – According to Gardner what isintelligence?
MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) should STERNBERG'S VIEWS ON INTELLIGENCE Think about it: On the surface many of Sternberg’s descriptions appear to equate to some of the aspects of personality type theory. For instance, it may be apparent to those who have studied some of Carl Jung’s work on personality preferences that Sternberg’s “scope variables” of internal and external might equate to preferences for either introversion or extraversion in JungianTYPES OF CURRICULUM
Types of curriculum like: hidden, overt, covert, social and null curricula, etc. This comprehensive listing includes explanations foreach.
LESSONS OF ANOTHER KIND Lessons are not just for students and sometimes teachers must also be willing learners. This poem reminders readers that teachers still havethings to learn.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Characteristics of the creatively gifted: Possible negative traits of highly creative students or non-conforming behaviors: 1. Independent, anti‑authoritarian BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
OPTIMAL LEARNING
Optimal learning highlights newer views of learning and teaching, highlighting things like brainbased learning or educational neuroscience, MI & EQ.MODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray TAXONOMIES OF LEARNING 1. Receiving – refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention. feel, sense, capture, experience, pursue, attend, perceive 2. Responding – refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.TYPES OF CURRICULUM
How many types of curriculum are you familiar with? ©Leslie Owen Wilson.Ed. D.. When considering all of the types of curriculum what are the different definitions? When I asked my students what curriculum means to them, they always indicated that it means the overt or written curriculum – thinking of a curriculum manual with goals and objectives, or their textbooks. BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CRITERIA TO HELP EVALUATE CREATIVE IDEAS A list of questions and/or criteria to help evaluate creative ideas,or new ideas.
THE EIGHTH INTELLIGENCE References: (As these hotlinks take readers to Amazon, the FTC requires me to indicate that they qualify as ads) Armstrong, T. (2009) Multiple intelligences in the classroom, 3rd. edition.Alexandria, VA:ASCD
5 BASIC TYPES OF QUESTIONS The 5 basic types of questions are factual, convergent, divergent, evaluative, & combinations. All teachers need to be able to craft thoughtful questions. THE SNOWFLAKE MODEL OF CREATIVITY The Snowflake Model of Creativity delineates the characteristics which distinguish creative people. Conceived by David Perkins it is efficient and succinct. MADELINE HUNTER LESSON PLAN MODEL Other pages with valuable information or sample plans: *New – An accessible cache of 5 prototypes using the steps of the Hunter Lesson Plan – As explained the Hunter Model is a very formulaic. Even if they are NOT in your subject area, the following 5 sample plans will help you develop your own just from looking at their repetitivepatterns.
THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person MAKING INSTRUCTIONAL DECISIONS It is about making informed choices concerning methods of instruction that are best suited to: your style of teaching; your subject – both its content and processes; and. your learners and their instructional needs. Exploring the intersection between these three needs is a continual process. At this level of exploration and performance LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. BRAIN-BASED EDUCATION Definition . Brain-based learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011).Whatever we call this “not really new” discipline, it is a comprehensive approach to MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) shouldOPTIMAL LEARNING
Optimal Learning. The good news is that students can get better and better provided that we design instruction to improve their skills-and we can do so right from the start, in kindergarten and first grade.”. (Joyce B., Weil M., & Calhoun E. (2009) Models of teaching and learning, Pearson, 13) STERNBERG'S VIEWS ON INTELLIGENCE Think about it: On the surface many of Sternberg’s descriptions appear to equate to some of the aspects of personality type theory. For instance, it may be apparent to those who have studied some of Carl Jung’s work on personality preferences that Sternberg’s “scope variables” of internal and external might equate to preferences for either introversion or extraversion in Jungian MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in THE EIGHTH INTELLIGENCE General Description: Naturalist intelligence deals with sensing patterns in and making connections to elements in nature. Using this same intelligence, children possessing enhanced levels of “nature smarts” may be very interested in human behaviors, or the behaviors, habits, or habitats of other species.OPTIMAL LEARNING
Optimal Learning. The good news is that students can get better and better provided that we design instruction to improve their skills-and we can do so right from the start, in kindergarten and first grade.”. (Joyce B., Weil M., & Calhoun E. (2009) Models of teaching and learning, Pearson, 13) TAXONOMIES OF LEARNING 1. Receiving – refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention. feel, sense, capture, experience, pursue, attend, perceive 2. Responding – refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
MODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
5 BASIC TYPES OF QUESTIONS 3. Divergent – These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. Thesetypes of
A JOURNEY'S WISH
A Journey’s Wish –. (a simple wish for my students and fellow travelers) by Leslie Owen Wilson. There are many paths that lead us as we muddle through the throng. There are many roads to follow to avoid the one that’s wrong. There are many destinations and different means to different ends. For the ways of life have countless twistsand
CRITERIA TO HELP EVALUATE CREATIVE IDEAS 1. Does it prevent waste/conserve materials? 2. Will it bring about desired improvement or results? 3. Will it be generally acceptable to most of your colleagues, to the administration, or to parents or students? Or will you have to do some ground work in order to change minds before you get approval? 4. THE EIGHTH INTELLIGENCE General Description: Naturalist intelligence deals with sensing patterns in and making connections to elements in nature. Using this same intelligence, children possessing enhanced levels of “nature smarts” may be very interested in human behaviors, or the behaviors, habits, or habitats of other species. THE SNOWFLAKE MODEL OF CREATIVITY The model consists of the following elements: 1. A strong commitment to a personal aesthetic. Creators have a high tolerance for complexity, disorganization, and asymmetry. They enjoy the challenge of struggling through chaos and struggling toward a resolution and synthesis. 2. The ability to excel in finding problems. THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. BLOCKAGES AND BARRIERS TO CREATIVITY We can even block ourselves with self-imposed fears of failure. Self-criticism. Negative thinking and constant self-criticism and self-doubt are also very limiting factors to creativity. We can talk ourselves out of taking creative risks, or of trying new things, or of seeking new forms of expressions. Ego. THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. MAKING INSTRUCTIONAL DECISIONS A big part of teaching excellence is tied to making instructional decisions that are effective. Here is a listing of things all teachers should take into consideration when planning instructional events.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. BLOCKAGES AND BARRIERS TO CREATIVITY We can even block ourselves with self-imposed fears of failure. Self-criticism. Negative thinking and constant self-criticism and self-doubt are also very limiting factors to creativity. We can talk ourselves out of taking creative risks, or of trying new things, or of seeking new forms of expressions. Ego. THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. MAKING INSTRUCTIONAL DECISIONS A big part of teaching excellence is tied to making instructional decisions that are effective. Here is a listing of things all teachers should take into consideration when planning instructional events.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) shouldMODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray TAXONOMIES OF LEARNING believe, seek, justify, respect, search, persuade. 4. Organization – refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.OPTIMAL LEARNING
Optimal Learning. The good news is that students can get better and better provided that we design instruction to improve their skills-and we can do so right from the start, in kindergarten and first grade.”. (Joyce B., Weil M., & Calhoun E. (2009) Models of teaching and learning, Pearson, 13) USING BRAIN-BASED EDUCATION 2. Stress reduction – Stress is also an enemy of efficient thinking. Make sure students know how to reduce stress – teach stress reduction and relaxation exercises and try to make your classroom stress free. 3. Metacognition – When using brain-based education, allow students opportunities to examine their own metacognitivestructures.
THE FLIPPED CLASSROOM The flipped model has also been referred to as “ blended learning”, “ hybrid learning, ” or the “ inverted model. ” From its conception, the “flipped” model was intended to meld and make full use of available e-technologies, which are then combined with face-to-face learning events. What was: In the traditionalclassroom model
MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. KILLING OR FOSTERING CREATIVITY IN CHILDREN On the importance of persistence and reflection in fostering creativity We are part of a hyperturbulent, fast-paced, disposable culture — break-down furniture, break-up marriages, cross-country migrations, sound bites, video clips, fast food, eat-and-run types of living.The breakneck speed of these interactions leads to an incessant, pervasive need for instant gratification. 5 BASIC TYPES OF QUESTIONS 3. Divergent – These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. Thesetypes of
MADELINE HUNTER LESSON PLAN MODEL Other pages with valuable information or sample plans: *New – An accessible cache of 5 prototypes using the steps of the Hunter Lesson Plan – As explained the Hunter Model is a very formulaic. Even if they are NOT in your subject area, the following 5 sample plans will help you develop your own just from looking at their repetitivepatterns.
THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. BLOCKAGES AND BARRIERS TO CREATIVITY We can even block ourselves with self-imposed fears of failure. Self-criticism. Negative thinking and constant self-criticism and self-doubt are also very limiting factors to creativity. We can talk ourselves out of taking creative risks, or of trying new things, or of seeking new forms of expressions. Ego. THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. MAKING INSTRUCTIONAL DECISIONS A big part of teaching excellence is tied to making instructional decisions that are effective. Here is a listing of things all teachers should take into consideration when planning instructional events.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. BLOCKAGES AND BARRIERS TO CREATIVITY We can even block ourselves with self-imposed fears of failure. Self-criticism. Negative thinking and constant self-criticism and self-doubt are also very limiting factors to creativity. We can talk ourselves out of taking creative risks, or of trying new things, or of seeking new forms of expressions. Ego. THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. MAKING INSTRUCTIONAL DECISIONS A big part of teaching excellence is tied to making instructional decisions that are effective. Here is a listing of things all teachers should take into consideration when planning instructional events.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) shouldMODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray TAXONOMIES OF LEARNING believe, seek, justify, respect, search, persuade. 4. Organization – refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.OPTIMAL LEARNING
Optimal Learning. The good news is that students can get better and better provided that we design instruction to improve their skills-and we can do so right from the start, in kindergarten and first grade.”. (Joyce B., Weil M., & Calhoun E. (2009) Models of teaching and learning, Pearson, 13) USING BRAIN-BASED EDUCATION 2. Stress reduction – Stress is also an enemy of efficient thinking. Make sure students know how to reduce stress – teach stress reduction and relaxation exercises and try to make your classroom stress free. 3. Metacognition – When using brain-based education, allow students opportunities to examine their own metacognitivestructures.
THE FLIPPED CLASSROOM The flipped model has also been referred to as “ blended learning”, “ hybrid learning, ” or the “ inverted model. ” From its conception, the “flipped” model was intended to meld and make full use of available e-technologies, which are then combined with face-to-face learning events. What was: In the traditionalclassroom model
MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. KILLING OR FOSTERING CREATIVITY IN CHILDREN On the importance of persistence and reflection in fostering creativity We are part of a hyperturbulent, fast-paced, disposable culture — break-down furniture, break-up marriages, cross-country migrations, sound bites, video clips, fast food, eat-and-run types of living.The breakneck speed of these interactions leads to an incessant, pervasive need for instant gratification. 5 BASIC TYPES OF QUESTIONS 3. Divergent – These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. Thesetypes of
MADELINE HUNTER LESSON PLAN MODEL Other pages with valuable information or sample plans: *New – An accessible cache of 5 prototypes using the steps of the Hunter Lesson Plan – As explained the Hunter Model is a very formulaic. Even if they are NOT in your subject area, the following 5 sample plans will help you develop your own just from looking at their repetitivepatterns.
THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. BLOCKAGES AND BARRIERS TO CREATIVITY We can even block ourselves with self-imposed fears of failure. Self-criticism. Negative thinking and constant self-criticism and self-doubt are also very limiting factors to creativity. We can talk ourselves out of taking creative risks, or of trying new things, or of seeking new forms of expressions. Ego. THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. MAKING INSTRUCTIONAL DECISIONS A big part of teaching excellence is tied to making instructional decisions that are effective. Here is a listing of things all teachers should take into consideration when planning instructional events.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
BRAIN-BASED EDUCATION Core principles directing brain-based education are: The brain is a parallel processor. It can perform several activities at once. The brain perceives wholes and parts simultaneously. Information is stored in multiple areas of the brain, and can be retrieved through multiple memory and neural pathways. STERNBERG'S VIEWS ON INTELLIGENCE Sternberg was at Yale University when he developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management. These three areas correspond with: Functions of governments of the mind, Stylistic preferences, and. Forms of mental self-government. Examples: As a combination a person LESSONS OF ANOTHER KIND This poem is a reminder that teachers still have a great deal to learn. I came to teach, To see what I could find. Inside my students’ deeper selves. I came to try and open minds. Before they were seamed shut. I came to channel passages, Hoping to connect hearts to heads. And hands. BLOCKAGES AND BARRIERS TO CREATIVITY We can even block ourselves with self-imposed fears of failure. Self-criticism. Negative thinking and constant self-criticism and self-doubt are also very limiting factors to creativity. We can talk ourselves out of taking creative risks, or of trying new things, or of seeking new forms of expressions. Ego. THREE DOMAINS OF LEARNING There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains of learning are the cognitive (thinking), the affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has a taxonomy associated with it. MAKING INSTRUCTIONAL DECISIONS A big part of teaching excellence is tied to making instructional decisions that are effective. Here is a listing of things all teachers should take into consideration when planning instructional events.TYPES OF CURRICULUM
Common philosophical orientations of curriculum parallel those beliefs espoused by different philosophical orientations – Idealism, Realism, Perennialism, Essentialism, Experimentalism, Existentialism, Constructivism, Reconstructivism and the like. With all of these sources it should be obvious that there are lots of types ofcurriculum.
BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Has high aspiration level for self. Has wide range of interests. Thinks and associates ideas in unusual ways; has unconventional thought processes; can make unusual connections to unrelated ideas or things. Is an interesting, arresting person. Appears straightforward, forthright and candid in MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) shouldMODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defray TAXONOMIES OF LEARNING believe, seek, justify, respect, search, persuade. 4. Organization – refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.OPTIMAL LEARNING
Optimal Learning. The good news is that students can get better and better provided that we design instruction to improve their skills-and we can do so right from the start, in kindergarten and first grade.”. (Joyce B., Weil M., & Calhoun E. (2009) Models of teaching and learning, Pearson, 13) USING BRAIN-BASED EDUCATION 2. Stress reduction – Stress is also an enemy of efficient thinking. Make sure students know how to reduce stress – teach stress reduction and relaxation exercises and try to make your classroom stress free. 3. Metacognition – When using brain-based education, allow students opportunities to examine their own metacognitivestructures.
THE FLIPPED CLASSROOM The flipped model has also been referred to as “ blended learning”, “ hybrid learning, ” or the “ inverted model. ” From its conception, the “flipped” model was intended to meld and make full use of available e-technologies, which are then combined with face-to-face learning events. What was: In the traditionalclassroom model
MULTIPLE INTELLIGENCE INDICATORS Has a good sense of empathy or concern for others. Others seek out his/her company. 7. Intrapersonal –deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. KILLING OR FOSTERING CREATIVITY IN CHILDREN On the importance of persistence and reflection in fostering creativity We are part of a hyperturbulent, fast-paced, disposable culture — break-down furniture, break-up marriages, cross-country migrations, sound bites, video clips, fast food, eat-and-run types of living.The breakneck speed of these interactions leads to an incessant, pervasive need for instant gratification. 5 BASIC TYPES OF QUESTIONS 3. Divergent – These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. Thesetypes of
MADELINE HUNTER LESSON PLAN MODEL Other pages with valuable information or sample plans: *New – An accessible cache of 5 prototypes using the steps of the Hunter Lesson Plan – As explained the Hunter Model is a very formulaic. Even if they are NOT in your subject area, the following 5 sample plans will help you develop your own just from looking at their repetitivepatterns.
THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
BRAIN-BASED EDUCATION Definition . Brain-based learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011).Whatever we call this “not really new” discipline, it is a comprehensive approach to LESSONS OF ANOTHER KIND Lessons are not just for students and sometimes teachers must also be willing learners. This poem reminders readers that teachers still havethings to learn.
STERNBERG'S VIEWS ON INTELLIGENCE Think about it: On the surface many of Sternberg’s descriptions appear to equate to some of the aspects of personality type theory. For instance, it may be apparent to those who have studied some of Carl Jung’s work on personality preferences that Sternberg’s “scope variables” of internal and external might equate to preferences for either introversion or extraversion in Jungian MAKING INSTRUCTIONAL DECISIONS A big part of teaching excellence is tied to making instructional decisions that are effective. Here is a listing of things all teachers should take into consideration when planning instructional events. THREE DOMAINS OF LEARNING The three domains of learning are cognitive (thinking/head), affective (feelings/emotions), & psychomotor (physical). This is a succinctoverview of all 3.
TYPES OF CURRICULUM
How many types of curriculum are you familiar with? ©Leslie Owen Wilson.Ed. D.. When considering all of the types of curriculum what are the different definitions? When I asked my students what curriculum means to them, they always indicated that it means the overt or written curriculum – thinking of a curriculum manual with goals and objectives, or their textbooks. BLOCKAGES AND BARRIERS TO CREATIVITY Blockages and barriers to creativity - Learn to identify those things that might block and deter your creativity so you can eliminate oravoid them.
BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Characteristics of the creatively gifted: Possible negative traits of highly creative students or non-conforming behaviors: 1. Independent, anti‑authoritarian THE SECOND PRINCIPLE HOMEPAGECREATIVITYHOMEPAGEINSTRUCTIONAL DESIGNOPTIMAL LEARNINGRECOMMENDATIONSTEACHING ESSENTIALS Home and general directory for The Second Principle - devoted to sharing ideas about learning and educational innovations. It is the web home of American academic Leslie Owen Wilson and contains many pages about newer trends and theories in education and how humanslearn best.
BRAIN-BASED EDUCATION Definition . Brain-based learning has hatched a new discipline now entitled by some as educational neuroscience, or by others mind, brain, and education science (Sousa, 2011).Whatever we call this “not really new” discipline, it is a comprehensive approach to LESSONS OF ANOTHER KIND Lessons are not just for students and sometimes teachers must also be willing learners. This poem reminders readers that teachers still havethings to learn.
STERNBERG'S VIEWS ON INTELLIGENCE Think about it: On the surface many of Sternberg’s descriptions appear to equate to some of the aspects of personality type theory. For instance, it may be apparent to those who have studied some of Carl Jung’s work on personality preferences that Sternberg’s “scope variables” of internal and external might equate to preferences for either introversion or extraversion in Jungian MAKING INSTRUCTIONAL DECISIONS A big part of teaching excellence is tied to making instructional decisions that are effective. Here is a listing of things all teachers should take into consideration when planning instructional events. THREE DOMAINS OF LEARNING The three domains of learning are cognitive (thinking/head), affective (feelings/emotions), & psychomotor (physical). This is a succinctoverview of all 3.
TYPES OF CURRICULUM
How many types of curriculum are you familiar with? ©Leslie Owen Wilson.Ed. D.. When considering all of the types of curriculum what are the different definitions? When I asked my students what curriculum means to them, they always indicated that it means the overt or written curriculum – thinking of a curriculum manual with goals and objectives, or their textbooks. BLOCKAGES AND BARRIERS TO CREATIVITY Blockages and barriers to creativity - Learn to identify those things that might block and deter your creativity so you can eliminate oravoid them.
BLOOM'S TAXONOMY REVISED Bloom’s Taxonomy 1956: Anderson and Krathwohl’s Revised Taxonomy 2001: 1.Knowledge: Remembering or retrieving previously learned material. 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learnedinformation.
CHARACTERISTICS OF HIGHLY CREATIVE PEOPLE Characteristics of the creatively gifted: Possible negative traits of highly creative students or non-conforming behaviors: 1. Independent, anti‑authoritarian MAKING INSTRUCTIONAL DECISIONS Newer Posts: Remembering Mr. Rogers – A return to caring and civility–Remembering lessons learned from Mr. Rogers.; The Importance of Exceptional Teachers – They are keepers of the future; The Flipped Classroom; Making Instructional Decisions – A guide for both novice and veteran teachers and ; A dozen important brain based learning concepts – Things every teacher (and parent) shouldMODELS OF TEACHING
Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising.If you have found value in the information offered here, please consider becoming a patron through a PayPal donation to help defrayOPTIMAL LEARNING
Optimal learning highlights newer views of learning and teaching, highlighting things like brainbased learning or educational neuroscience, MI & EQ. TAXONOMIES OF LEARNING The Cognitive Domain (1956 version, aka Bloom’s Taxonomy) First described in our array of the most common three taxonomies of learning is that of the cognitive domain.This domain concerns how we come to know something, and how we construct knowledge. THE FLIPPED CLASSROOM Giving = Continued Sharing. I created the Second Principle to share information about the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising. USING BRAIN-BASED EDUCATION Using brain-based teaching strategies to optimize learning – some helpful hints ©Leslie O. Wilson – E-mail Specifically what are some of the things we can do to utilize some of the principles of brain-based education (aka educational neuroscience)? MULTIPLE INTELLIGENCE INDICATORS An overview and listing of Multiple Intelligence indicators and descriptors that can be used to assess in which intelligences arestrongest.
KILLING OR FOSTERING CREATIVITY IN CHILDREN On the importance of persistence and reflection in fostering creativity We are part of a hyperturbulent, fast-paced, disposable culture — break-down furniture, break-up marriages, cross-country migrations, sound bites, video clips, fast food, eat-and-run types of living.The breakneck speed of these interactions leads to an incessant, pervasive need for instant gratification. 5 BASIC TYPES OF QUESTIONS The 5 basic types of questions are factual, convergent, divergent, evaluative, & combinations. All teachers need to be able to craft thoughtful questions. MADELINE HUNTER LESSON PLAN MODEL Other pages with valuable information or sample plans: *New – An accessible cache of 5 prototypes using the steps of the Hunter Lesson Plan – As explained the Hunter Model is a very formulaic. Even if they are NOT in your subject area, the following 5 sample plans will help you develop your own just from looking at their repetitivepatterns.
THE SECOND PRINCIPLE THE WORK OF LESLIE OWEN WILSON, ED. D.* Creativity
* Books on Creativity* Brainstorming
* Characteristics of highly creative people * Levels of creativity * The Snowflake Model of Creativity * Children and Creativity * Characteristics of creative children * Creative Children – Homes and Families * Killing or Fostering Creativity in Children * Creativity Essentials * Advice for Thinking Creatively * Blockages and Barriers to Creativity * Definitions of creativity * Sacred Rules of Creativity * Types of creative thinking * Criteria to Help Evaluate Creative Ideas * Entering a State of Flow * Finding your creative muse * Caring for Your Creative Muse * Forms of Creative Inspiration * Learn to Celebrate – Creatively * The importance of persistence to creativity * Using negative emotions to fuel creativity* Homepage
* Leslie’s Blog
* Poetry Corner — Poems about teaching and learning * A Journey’s Wish* Dressings
* My Soul’s Own Voice* The Unitary Child
* Lessons of Another Kind* The Swirls
* Into the Bend of Interwoven Time * One Finds Children * The Reductive Sum of One * The Second Principle Master Index * Usage Polices and About Leslie * Instructional Design * Beyond Behavioral Objectives * Creating Curriculum with Backwards Course Design * Curriculum Guide Rating Scale * Integrating Curriculum by Degrees * Lesson Plans and Teacher Resources * The Instructional Design/Curriculum Development Process * Three Domains of Learning – Cognitive, Affective, Psychomotor * Types of curriculum * Writing Curriculum – Aims, Goals, and Objectives * Writing good curriculum* Optimal Learning
* Brain-based Education – An Overview * Emotional Intelligence – Educational Applications * Emotional intelligence – Examples of civility and caring * Emotional Intelligence Highlights * Multiple Intelligence Indicators * Sternberg’s Views on Intelligence * The Eighth Intelligence – Naturalistic Intelligence * The Four Types of Learning * The Ninth Intelligence – Existential or Cosmic Smarts * Using Brain-based Education* Recommendations
* Books on Brain-based Learning* Must Read Books
* Some books on creativity * Teaching Essentials * A dozen important brain-based concepts * Bloom’s Taxonomy Revised * Five Basic Types of Questions * Making Instructional Decisions * Models of Teaching * Madeline Hunter Lesson Plan Model * The Flipped Classroom * Selection, Detection, Connection – A Self-directed Teaching Model * Personalizing Learning * Taxonomies of Learning * Teaching Today’s Students * What are Essential Questions? NavigationCreativity- Books on Creativity- Brainstorming- Characteristics of highly creative people- - Levels of creativity- - The Snowflake Model of Creativity- Children and Creativity- - Characteristics of creative children- - Creative Children – Homes and Families- - Killing or Fostering Creativity in Children- Creativity Essentials- - Advice for Thinking Creatively- - Blockages and Barriers to Creativity- - Definitions of creativity- - Sacred Rules of Creativity- - Types of creative thinking- Criteria to Help Evaluate Creative Ideas- Entering a State of Flow- Finding your creative muse- - Caring for Your Creative Muse- Forms of Creative Inspiration- - Learn to Celebrate – Creatively- The importance of persistence to creativity- Using negative emotions to fuel creativityHomepage- Leslie’s Blog- Poetry Corner — Poems about teaching and learning- - A Journey’s Wish- - Dressings- - My Soul’s Own Voice- - The Unitary Child- - Lessons of Another Kind- - The Swirls- - Into the Bend of Interwoven Time- - One Finds Children- - The Reductive Sum of One- The Second Principle Master Index- Usage Polices and About LeslieInstructional Design- Beyond Behavioral Objectives- Creating Curriculum with Backwards Course Design- Curriculum Guide Rating Scale- Integrating Curriculum by Degrees- Lesson Plans and Teacher Resources- The Instructional Design/Curriculum Development Process- Three Domains of Learning – Cognitive, Affective, Psychomotor- Types of curriculum- Writing Curriculum – Aims, Goals, and Objectives- Writing good curriculumOptimal Learning- Brain-based Education – An Overview- Emotional Intelligence – Educational Applications- - Emotional intelligence – Examples of civility and caring- Emotional Intelligence Highlights- Multiple Intelligence Indicators- Sternberg’s Views on Intelligence- The Eighth Intelligence – Naturalistic Intelligence- The Four Types of Learning- The Ninth Intelligence – Existential or Cosmic Smarts- Using Brain-based EducationRecommendations- Books on Brain-based Learning- Must Read Books- Some books on creativityTeaching Essentials- A dozen important brain-based concepts- Bloom’s Taxonomy Revised- Five Basic Types of Questions- Making Instructional Decisions- Models of Teaching- - Madeline Hunter Lesson Plan Model- - The Flipped Classroom- - Selection, Detection, Connection – A Self-directed Teaching Model- Personalizing Learning- Taxonomies of Learning- Teaching Today’s Students- What are Essential Questions?HOMEPAGE
THE SECOND PRINCIPLE – DEVOTED TO EDUCATIONAL IDEAS WORTH SHARINGMASTER SITE INDEX
CONTACT LESLIE
ABOUT & USAGE
LESLIE’S BLOG
POETRY CORNER – POEMS ABOUT TEACHING FELLOW TRAVELERS, WELCOME TO MY HOMEPAGE: I bid you warm greetings from _The Second Principle_ website – where sharing ideas about educational innovations is the focus. I invite you to view my personal cache of informational webpages and blog entries on an array of educational topics. Here are posted updated entries from my original site which was housed at the University of Wisconsin-Stevens Point from 1997-2013. Many of the pages contained herein are newer, updated versions of concepts and ideas that were used to support my teaching of many varied education courses during my 22+ year career as a university professor. In _The Second Principle _web space I have also included a dedicated blog space. These entries allow me to be a little more laid back, as well as personal and political about educational issues on which I have strong opinions. If you are a visitor from my previous site, here you will find that I have culled my old webpages, updated them, and have added an array of new things. I retired in 2009 as a full professor, but continued to teach graduate courses online for UW-SP through 2012. As a number of the webpages I posted had become integral to others’ teaching curricula, and continued to be popular with web users, I have moved the more visited or frequently accessed concepts here to _The Second Principle. _However, not everything was moved from the UW-SP site. I have also added a blog space where, when so moved, I can rant, rave, or share. Beyond your own personal use, if you would like to use any of my work, please see the details in MY USAGE POLICIES . IF YOU FIND MATERIALS THAT ARE HELPFUL, PLEASE PASS THEM ON TO PARENTS AND OTHER EDUCATORS. I AM ALWAYS HAPPY TO DIALOGUE WITH PEOPLE ABOUT ISSUES IN EDUCATION I HOLD DEAR. Please CONTACT ME IF YOU NEED TO COMMENT OR ASK A QUESTION ABOUT THE CONTENT. And like most folks who work hard, I always appreciate knowing if posted materials are useful to others. AS A FORM OF PAY-IT-FORWARD, IF YOU UTILIZE THE INFORMATION I HAVE PROVIDED OR FIND THE SITE USEFUL IN ANY WAY, I REQUEST YOU COMMIT A SIMPLE ACT OF RANDOM KINDNESS AS COSMIC PAYMENT. THANKS IN ADVANCE FOR HONORING THE INTENTION OF MY REQUEST! I also have several links to PayPal if you are moved to make a small donation in order to help me defray hosting coasts as I hope to keep the site ad and commercialfree.
This website is divided into six general areas that reflect my previous and continuing interests.*
BLOG (MY RANTS ANDRAVES)
*
CREATIVITY (VARIED TOPICS — LEVELS AND TYPES OF CREATIVITY; HOW TO REMAIN INSPIRED; CREATIVE THINKING, AND MORE)*
OPTIMAL LEARNING
(SELECTIONS FROM EDUCATIONAL PSYCHOLOGY, EDUCATIONAL NEUROSCIENCE , AND THEORIES OF LEARNING THAT CAN HELP TEACHERS OPTIMIZE EDUCATIONAL EXPERIENCES)*
INSTRUCTIONAL DESIGN(CONCEPTS THAT
SHOULD BE PART OF PLANNING AND CURRICULAR DEVELOPMENT)*
TEACHING ESSENTIALS
– (THINGS ALL
TEACHERS SHOULD KNOW — IN MY HUMBLE OPINION RUDIMENTARY ELEMENTS AND SELECTED BEST PRACTICES.)*
RECOMMENDATIONS
(EXCEPTIONAL WEB
RESOURCES, BOOKS, AND MORE)*
TRY THE MASTER SITE INDEXFOR A
COMPREHENSIVE OVERVIEW OF THE SITE’S CONTENTS WHY THE TITLE THE SECOND PRINCIPLE? My title and its related quote comes from _The Golden Bough_, written in 1922 by Sir James Frazer. The book is a serious treatise on magic, more as an anthropological study rather than a mystical one. The second principle of magic Frazer dubs “contagious magic.” I named my wee bit of cyberspace after his second principle because I do believe that we affect one another through direct and indirect contact, positively or negatively, every day. I also believe evidence of that contact resides with individuals for a long time and therefore we should take our interactions, attitudes, words, and deportment very seriously. The Internet is a perfect example of how Frazer’s second principle, also designated the Law of Contact or “contagious magic,” works. Some folks post seemingly neutral materials that are either just banter, or may be seemingly harmless data or facts. This information initially may appear to have relatively little effect on others – perhaps they are just FYI kinds of things. But even the most neutral information might be integral to others’ decisions. And then there are those who actively attempt to inspire, elevate, and enlighten others with information that is intentionally positive, reports or examples of wonderful, hopeful new ideas, reinterpretations of old ones, or “how to” information or prototypes. But unfortunately this new genre is also a highway for those who wish to pander the worst of humanity – purveyors of hate, meanness, misery, venom, the nastiest things that poison humanity. For me these are the bottom feeders of cyberspace. My point is rather obvious — anyone entering cyberspace, through the principle of “contagious magic,” can expect to be affected in some way, and they then carry that influence forward as they interact with others. In case you might be curious, according to Frazer the first law of magic is the Law of Similarity – _like produces like_. Thanks for stopping by, and I hope I have shared something useful orinspiring.
SECOND PRINCIPLE COMPLETE MASTER INDEXNEWEST POSTINGS –
* TAXONOMIES OF LEARNING * REMEMBERING MR. ROGERS– A
RETURN TO CARING AND CIVILITY – LESSONS LEARNED * WRITING GOOD CURRICULUM * CREATIVE CHILDREN – HOMES AND FAMILIES * THE IMPORTANCE OF EXCEPTIONAL TEACHERS – THEY ARE KEEPERS OF THEFUTURE
* THE FLIPPED CLASSROOM MODEL * MAKING INSTRUCTIONAL DECISIONS – A GUIDE FOR BOTH NOVICE ANDVETERAN TEACHERS
* A DOZEN IMPORTANT BRAIN-BASED LEARNING CONCEPTS * MODELS OF TEACHING * MADELINE HUNTER’S LESSON PLAN MODEL You can reach me at my WEBSITE ADDRESS The photo I used to create my header comes from NURZEEon PIXABAY
– I have used it with his permission, and he has my sincere and very public thanks for his kind generosity. ------------------------- _GIVING = CONTINUED SHARING_ I created _The Second Principle_ to share information about some of the educational ideas at the heart of all good teaching. I am dedicated to the ideal that most of materials on this site remain free to individuals, and free of advertising. If you have found value in the information offered here, please consider becoming a patron through a PAYPAL DONATION to help defray hosting and operating costs. Thanks for your consideration, and blessings on your own journey.SHARE THIS:
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