Action Verbs for A-M-T
Use these action verbs to help plan teaching and learning according to your A-M-T goals.
Goal Types Action Verbs:
Acquisition
• Apprehend
• Calculate
• Defi ne
• Discern
• Identify
• Memorize
• Notice
• Paraphrase
• Plug in
• Recall
• Select
• State
Meaning
• Analyze
• Compare
• Contrast
• Critique
• Defend
• Evaluate
• Explain
• Generalize
• Interpret
• Justify/support
• Prove
• Summarize
• Synthesize
• Test
• Translate
• Verify
Transfer
• Adapt (based on feedback)
• Adjust (based on results)
• Apply
• Create
• Design
• Innovate
• Perform effectively
• Self-assess
• Solve
• Troubleshoot
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Action Verbs for A-M-T
Hudhud
The Hudhud , a chanted epic poetry consisting of poems about heroism, honor, love, and revenge, was declared in 2001 by the UNESCO a Masterpiece of the Oral and Intangible Heritage of Humanity.
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Music of the Cordillera
Music of the Cordillera
Vocal Music :
- Hudhud (chanted epic poetry)
Instrumental Music:
- Bamboo Stamping Tubes (Tongatong),
- Bamboo Pipes in a Row (Saggeypo),
- Bamboo Buzzers (Bungkaka),
- Bamboo Jew’s Harp (Kubing),
- Patteteg (Bamboo Leg Xylophones),
- Gongs (Gangsa Topayya and Palook)
Cultural Context (History and Traditions):
- Apayao
- Bontok
- Ibaloi
- Ifugao
- Kalinga
- Tingguian
Composition:
- Chanted Poetry,
- Songs (children’s songs, lullaby, spirit songs, narrative legends), Dances
Social Functions:
- Music for Worship and Rituals,
- Work (Planting),
- Sleep, Courtship
Performance Styles / Techniques
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Teacher’s Prayer
Photo credit goes to theprayingwoman |
Stretching Smart Play Exercise
Warm Up
WHY?
• to increase heat throughout the body
• to reduce risk of tearing or straining muscles by increasing their suppleness
HOW?
• 2-3 minute jog, to raise a light sweat (complete before stretching
Stretching
WHY?
• to increase flexibility and freedom of movement
• to reduce muscle tension
• to reduce the risk of muscle and tendon injuries
HOW?
• hold stretch for 10-20sec - DO NOT BOUNCE
• repeat each stretch 2-3 times • stretch gently and slowly, keep breathing
• stretch to the point of tension - NEVER PAIN
• select the major muscle groups used in your sport and stretch them through their full range of movement
ENTIRE STRETCHING SESSION SHOULD TAKE 15-20 MINUTES
To increase or maintain flexibility and muscle suppleness, a 20 min stretching session 2-3 times per week is recommended.
Cool Down
WHY?
• to help remove muscle waste products
• to reduce muscle soreness and stiffness
• to enable you to compete again at the same level within a short period of time
HOW?
• 2-3 minute light jog, or brisk walk immediately after sport
• 5-10 minutes of stretching (emphasise the major muscle groups you have used during your sport
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His Teacher's Hand
And they were. But Douglas made a different kind of picture. Douglas was a different kind of boy. He was the teacher’s true child of misery, frail and unhappy. As other children played at recess, Douglas was likely to stand close by her side. One could only guess at the pain Douglas felt behind those sad eyes. Yes, his picture was different. When asked to draw a picture of something for which he was thankful, he drew a hand. Nothing else. Just an empty hand.
His abstract image captured the imagination of his peers. Whose hand could it be? One child guessed it was the hand of a farmer. Another suggested a police officer. Still others guessed it was the hand of God. And so the discussion went – until the teacher almost forgot the young artist himself. When the children had gone on to other assignments, she paused at Douglas’ desk, bent down, and asked him whose hand it was. The little boy looked away and murmured, “It’s yours, teacher.” She recalled the times she had taken his hand and walked with him here or there, as she had the other students. How often had she said, “Take my hand, Douglas, we’ll go outside.” Or, “Let me show you how to hold your pencil.” Or, “Let’s do this together.” Douglas was most thankful for his teacher’s hand.
"The story speaks of more than thankfulness. It says something about teachers teaching and parents parenting and friends showing friendship, and how much it means to the Douglas of the world. They might not always say thanks. But they’ll remember the hand that reaches out."
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Six Facets of Understanding
Six Facets of Understanding
Transfer manifests itself in a variety of ways. More specifically, we propose that understanding as transfer is revealed through six facets of understanding, summarized here. Individuals who understand and can transfer their learning:
- Can explain: make connections, draw inferences, express them in their own words with support or justifi cation; use apt analogies; teach others.
- Can interpret: make sense of, provide a revealing historical or personal dimension to ideas, data, and events; make it personal or accessible through images, anecdotes, analogies, and stories; turn data into information; provide a compelling and coherent theory.
- Can apply and adjust: use what they have learned in varied and unique situations; go beyond the context in which they learned to new units, courses, and situations beyond the school.
- Have perspective: see the big picture; are aware of, and consider, various points of view; take a critical or disinterested stance; recognize and avoid bias in how positions are stated.
- Show empathy: perceive sensitively; can “walk in another’s shoes”; fi nd potential value in what others might fi nd odd, alien, or implausible.
- Have self-knowledge: show metacognitive awareness; refl ect on the meaning of new learning and experiences; recognize the prejudices, projections, and habits of mind that both shape and impede their own understanding; are aware of what they do not understand in this context.
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Characteristics for effective learning design
Common characteristics for effective learning design:
1. Expectations. The best learning designs
- Provide clear learning goals and transparent expectations.
- Cast learning goals in terms of specifi c and meaningful performance
- Frame the work around genuine issues/questions/problems
- Show models or exemplars of expected performance and thinking.
2. Instruction. In the best learning designs
- The teacher serves as a facilitator/coach to support and guide learner inquiry.
- Targeted instruction and relevant resources are provided to equip students for expected performance.
- The textbook serves as one resource among many (i.e., text is resource, not syllabus).
- The teacher uncovers important ideas and processes by exploring essential questions and genuine applications of knowledge and skills.
3. Learning Activities. In the best learning designs
- Individual differences (e.g., learning styles, skill levels, interests) are accommodated through a variety of activities and methods.
- There is variety in work and methods; and students have some choice (e.g., opportunities for both group and individual work).
- Learning is active/experiential to help students make sense of complex content.
- Cycles of model-try-feedback-refi ne anchor the learning.
4. Assessment. In the best learning designs
- There is no mystery as to performance goals or standards.
- Diagnostic assessments check for prior knowledge, skill level, and misconceptions.Students demonstrate their understanding through real-world applications (i.e., genuine use of knowledge and skills, tangible product, target audience).
- Assessment methods are matched to achievement targets.
- Ongoing, timely, and descriptive feedback is provided.
- Learners have opportunities for trial and error, refl ection, and revision.
- Self-assessment is expected and encouraged.
5. Sequence and Coherence. The best learning designs.
- Start with a hook and immerse the learner in a genuine problem/issue/ challenge.
- Move back and forth from whole to part, with increasing complexity.
- Scaffold learning in doable increments.
- Teach as needed; don’t overteach all of the “basics” fi rst.
- Revisit ideas—have learners rethink and revise earlier ideas or work.
- Are flexible (e.g., respond to student needs; are revised to achieve goals.
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The big ideas of Understanding by Design (UbD)
- Understanding by Design (UbD) is a curriculum-planning framework, not a prescriptive program.
- UbD focuses on helping students come to an understanding of important ideas and transfer their learning to new situations.
- UbD reflects current research on learning.
- research on learning and cognition that highlights the centrality of teaching and assessing for understanding, and
- a helpful and timehonored process for curriculum writing (Wiggins & McTighe, 2005).
- UbD is a way of thinking purposefully about curricular planning, not a rigid program or prescriptive recipe.
- A primary goal of UbD is developing and deepening student understanding— the ability to make meaning of learning via “big ideas” and to transfer learning.
- UbD unpacks and transforms content standards and mission-related goals.
- Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of understanding—the capacities to explain, interpret, apply, shift perspective, empathize, and self-assess—serve as indicators of understanding.
- Effective curriculum is planned “backward” from long-term desired results through a three-stage design process (Desired Results, Evidence, Learning Plan).
- Teachers are coaches of understanding, not mere purveyors of content or activity. They focus on ensuring learning, not just teaching (and assuming that what was taught was learned); they always aim—and check—for successful meaningmaking and transfer by the learner.
- Regular reviews of units and curriculum against design standards enhance curricular quality and effectiveness.
- UbD refl ects a continuous-improvement approach to achievement. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction; we must stop, analyze, and adjust as needed, on a regular basis.
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Standards-based Assessment
Standards-based Assessment: (What it is?)
- Indicates what students know and are able to do;
- Measures a student’s progress toward the attainment of a standard;
- Indicates if the student has mastered the standard;
- Is on going;
- Clearly communicates expectations ahead of time;
- Is authentic to the learning experiences of the students, based on complex tasks, as opposed to rote memory;
- Occurs when appropriate, not just on scheduled days. Often uses tasks that reveal common misunderstandings so teachers can see whether students have truly learned the material;
- Grades are based on the results of multiple experiences over time.
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