Orchestrated Learning

ORCHESTRATED LEARNING
TABLE OF CONTENTS Note: Latest corrections were made June 18, 2004. Please give feedback to [email protected].

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Introduction

PART I: THE ORCHESTRATED LEARNING APPROACH
Chapter 1: Scenario: An Orchestrated Class Session�� 1
Chapter 2: How Did the Teacher Do It? �� 5
Chapter 3: How Could I Ever Get Them to Do This?�� 9
Chapter 4: How Do You Get People to Relax? �� 13
Chapter 5: Classical Conditioning� � �� 15

   from Steve's Primer of Practical Persuasion and Influence  15
      Components of Classical Conditioning               15
      Everyday Classical Conditioning                    17
   from www.mentalhelp.net/psyhelp.chap4/chap4d.htm           18

Chapter 6: Develop Memory through Visualization�� 21
Chapter 7: Use Positive Affirmation�� 22
Chapter 8: Teach Self-Evaluation�� 24
Chapter 9: Teach Work and Social Skills�� 25
Chapter 10: Attitude Enhancement�� 30
Chapter 11: Free Exploration Lessons�� 32

   Basic Guidelines                                          32
    Free Exploration Activity: 
      Day 1 Teacher's Guide                              32
      Day 2 Teacher's Guide                              33

      Day 3 Teacher's Guide                              34
      Day 4 Teacher's Guide                              35

   Example Student-Directed Free-Exploration First Lesson �  41

PART II: TEACHING SPECIFIC TYPES OF LEARNING�� 39

Chapter 12: Teach Information �� 40
Chapter 13: Teach Cognitive Skill (Step-by-Step Thinking Process) �� 42
Chapter 14: Teach Cognitive Strategy Development (Problem-Solving Strategies)�� 42
Chapter 15: Teach Concepts�� 43

   Teach Concepts of Classifying and Operational Definition  43

   Rule-Eg Strategy                                          43 

   SCIS/Karplus Concept Learning  Cycle                      44

   Taba's Concept Development  Strategy                      45

Chapter 16: Teach Physical Skills�� 48
Chapter 17: Attitude Learning �� 49

PART III: COOPERATIVE LEARNING
Chapter 18: An Overview of Cooperative Learning,
�� by Roger T. and David W. Johnson� �� 50
Chapter 19: Questions About Cooperative Learning�� 54

   Advantages and disadvantages for the elementary classroom  54
   Ways to assure that children do not 'hitchhike'            55
   How to do meaningful assessment in group work              55
   When should you change cooperative groups?                 56
   What teacher behaviors may be hard to make                 56
��What About the Kid Who ...? by Roger T. and David W. Johnson���57
   ��The Most Difficult Students                              57
   �� The Brightest Group Member                              59

APPENDICES
Appendix A: Sequenced Relaxation Scripts�� 60
Appendix B: Suggested Music for Relaxation�� 87
Appendix C: Visualization Scripts�� 88
Appendix D: Attitude Enhancement Scripts�� 89
Appendix E: Self-Evaluation Scripts�� 89
Appendix F: Social Skills Plans�� 90
Appendix G: General Lesson Plans�� 92
Appendix H: References�� 94
Appendix I: Sample Posters�� 96
Appendix J: Cooperative Learning Resources�� 98
Appendix K: Glossary�� 102
Index�(doesn't exist)
ORCHESTRATED LEARNING SUPPLEMENTS contains activities, evaluation forms, and other ideas that Orchestrated Learning or Cooperative Learning teachers and students may use.

If you wish to develop better study procedures or help your students develop good study procedures,
go to my GeoCities website at htpp://www.geocities.com/hrjung50.

INTRODUCTION
��This book describes an approach to classroom management and instruction that inexperienced but well-trained teachers in a multi-cultural setting have found very successful and students love. Some of our teachers have even attracted middle-school drop-outs back to school.
�� Chapters 1-3 introduce the approach. I suggest that you read all three chapters before getting concerned about understanding the approach. After that you may want to go over those chapters again to get the 'picture', or you may be ready to study Chapters 4-11. Each of Chapters 4-10 gives details of how to implement one aspect of the orchestrated approach. Chapter 11 describes how to implement free-inquiry learning, which was the type of lesson taught in the example class session of Chapter 1. Part II tells you how you can teach other types of academic lessons, which would take the place of the free-inquiry activity of Chapter�1.
�� 'General Lesson Plans' in the Appendix gives a general outline structure for designing any lesson using the orchestrated approach. There can be great variety in the academic lessons, but the routines for managing the lessons are consistent and, to a great degree, automatic. The consistency and efficiency of the management in the design is perhaps the greatest contributor to the quality of learning that teachers get.
�� Part III describes cooperative learning, a popular learning approach that can be used very effectively within the orchestrated learning approach.

Go to: �� Chapter 1: Example Class Session�� Table of Contents �

� Harold Jung. [email protected]

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