Thinking Maps

Well I can say when we were told we had to include five thinking maps in our lesson plans, I was at a lose for what they were.  However, after looking at the website, I now know what they are and got plenty of ideas of how to include them in my lesson plan.  I think these thinking maps can be a great activity to check for student retention of student's knowledge.  There were three thinking maps which stood out to me and ones I could see using.  I liked the flow map (similar to a timeline), the multi-flow map (cause and effect), and the bubble map.  For me, history is my area of study and all three of these maps can be very helpful for.  The timeline, or flow map, can be used to show which key events occurred leading up to a certain period.  The multi-flow map, or cause and effect map, can show the causes which lead to an event and then show the effects of that event.  The bubble map and can focus on one person or one major event and tell things about that person or event.  I am glad I now have an understanding of these thinking maps, because I think they are going to be very helpful throughout my career.

Teaching Like A Champion

I found these videos to be very interesting and full of knowledge.  If time was not a factor, watching all of these videos could be very useful.  I learned a few things from watching video 60.  It said that the bottom 20% of learners in any group are kinesthetic learners.  I can relate to this, because after sitting for a long period of time I begin to lose interest.  For me, when it comes to my classroom, I want to have kids up moving around and being engaged in the lesson.  I like being up and moving around, my brain tends to learn better that way.  My other 5 videos are listed below:

Technique 40 is Sweat the Details.  This technique suggests to sweat the small stuff, such as keeping the room clean, keeping row in order, and putting phones away.  We have always been told not to sweat the small stuff, however, this technique teaches us different.  This technique said if we sweat the small stuff and keep everything in line, then bigger problems will not occur.

Technique 30 is a Strong Voice.  This technique said to signal your authority in the classroom.  If a teacher as a low tone voice, students may not pay attention to the teachers.  Also do not talk over your students.  All students need to be quiet and listening so you as a teacher don't have to keep repeating the lesson.

Technique 28 is Entry Routine.  This technique sets the tone for class.  It tells students what to do at the beginning of class and what will be learned for the day.

Technique 20 is Exit Tickets.  This technique is a simple assessment of what was learned for the day. I like the idea of this technique because it shows if students were paying attention for the day.  Also, if all students were paying attention but did not get any of the exit questions correct, this can show the teacher needs to spend the next day adding more detail to the lesson.  Just come up with a few questions about the lesson and see what the students know.

Technique 1 is No Opt Out.  This technique sets a high academic expectation of the students.  If you ask a student a question and all they say is I don't know, don't just move onto the next student.  Either assist the student in the question or work around it until the student gets the answer.  If you just move onto the next student, you as a teacher show the student you don't care about their education and letting them take the easy way out.

Backward Design

When it comes to the topic of backward design, I think it is a system which can be very useful, especially for us new teachers.  One reason I like backward design is the fact we start with our end goal in mind and then find the ways to teach the material.  For me, the biggest thing which has stuck was Think Big, Start Small, and Go for the Easy Win.  This is a simple phrase and it is one which sticks for sure.
Before this class, I have never heard about backward design or the mentioned phrase above.  However, I am glad this class has introduced me to both.  I feel like both of these can bring great assistance to me in my first years of teaching.  I can set my goal of how I want my lessons to be a few years down the road.  Also, by no means am I going to try to turn every lesson into this, pick just a few and get the grasp of everything.  By going for the easy win, I can pick an area which I have tons of knowledge on or is my favorite topic.  For us coming into the educational system, I think backward design can play into our favor by a ton.