Positive Classroom Instruction
Say-See-Do And The Humanities
Seminar: Classroom Management
Focus On Performance
• Concepts Require Performance
– Learning takes place with concepts the same way it
takes place with calculations, language or physical
skills:
• Say-See-Do
• One Step at a Time
• Practice, Practice, Practice
– “If we want the students to internalize ideas, they
must perform them in manageable bites one step at
a time. As in any other type of learning, they must
be active performers rather than passive recipients.”
How Do You Do A Concept?
• TALK
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Partner Learning
Speeches
English style debates
Etc.
How Do You Do A Concept?
• WRITE
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Words
Phrases
Paragraphs
Journals
Dissertations
Etc.
How Do You Do A Concept?
• ACT OUT
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Role Playing
Skits
Lab
Medical Residency
Student Teaching
Etc.
How Do You Do A Concept?
• A teacher of concepts must combine “bites”
of conceptual material into fully formed
concepts.
• A teacher of concepts must become a
teacher of composition, and “bites” must
become essays.
Say-See-Do Revisited
• Partner Learning
– If we are to make the students performers of
conceptual material one step at a time in class, we
will immediately find ourselves engaged in a series
of Say-See-Do Cycles.
– The conversation might include:
• Explanation
• Giving examples
• Brain storming
• Debating
• Reaching conclusions
Say-See-Do Revisited
• Say-See-Do Cycles In The Humanities
– Say-See-Do Cycles in the humanities are
SLOW.
– A single cycle may take ten minutes or more as
the students converse.
– Concept production is a progressive process.
– Talk cycles are usually part of a pre-writing
activity for essay production.
The Long Range Causes of WWI
• Four Basic Causes
– New Imperialism
– Partition of Europe into
Two Hostile Camps
– Militarism
– Nationalism
New Imperialism
• Definition –
– Imperialism can be described as the act of seeking
and gaining colonies for the benefit of the country.
– New Imperialism suggests this is not the first time
world powers have sought new colonies.
– Old Imperialism concentrated mainly on Europeans
colonizing the Americas.
– New Imperialism concentrated on places in the old
world.
• Teach your partner.
Reasons for New Imperialism
• Economic (Industrial
Revolution)
– Sources of Raw Materials
– Markets for finished
products
– Colonies have both raw
materials & markets
– Technological Revolution
• Trains
• Ships by steam
• Suez and Panama Canals
• Teach Your Partner
Reasons for New Imperialism
• Military or Strategic
– Great Power:
Continental
– World Power: World
power with colonies
– Influence of Sea
Power on History
• Teach Your Partner
Reasons for New Imperialism
• Religion
– To Convert the World to
Christianity
– “Guns Follow The Bible”
• Teach Your Partner
Reasons for New Imperialism
• Culture
– “To Make The World A
Better Place”
• Teach Your Partner
Partner Discussion
Describe a time in which somebody had
something you really wanted or thought you
needed. What did you do about it?
OR
Describe a time in which somebody wanted
something you owned and they sought take it
from you. How did that make you feel?
Review Reasons for Imperialism
Economic
Military or Strategic
Religion
Culture
Teach Your Partner
Places for New Imperialism
• Balkans
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Congress of Berlin
Austria
Bosnia
Russia
• Teach Your Partner
Places for New Imperialism
• Africa
– Fashoda Conflict
– Captain Marchand
– Commander Kitchener
• Teach Your Partner
Partition of Europe Into
Two Hostile Camps
• Age of Bismarck
– Two Cardinal Rules
• Isolate France
• Alliances at an arm’s
length
– Bismarck’s Alliances
• Austria-Hungary
• Italy
• Russia
• Teach Your Partner
Partition of Europe Into
Two Hostile Camps
• France Breaks Out of Isolation
– Kaiser William II (Bill)
– France’s Alliances
• Russia
• Britain
– Germany’s Close Alliance
– Germany is Surrounded
• Teach Your Partner
Militarism
• Three Definitions:
– Anytime the military interferes in the making of
civilian, governmental, and political decisions.
– The willingness to use was as a means of
settling disputes.
– Development of an Arms Race
• Teach Your Partner
Militarism
• Attempts to Halt The Arms Race
– Hague Conferences
• Dumb-dumb bullets
• Bayonets
– Anglo-German Arms Race
• Two Power Standard
• Risk Theory
• Teach Your Partner
Partner Discussion
• Discuss with your partner ways in which
you have resolved conflicts with other
people. Which ones worked? Which ones
failed? Why?
Nationalism
• Three Meanings –
– Patriotism
– Zeal Beyond Reason
– Ethnic Nationalism
• Teach Your Partner
The Spark to the War
• Assassination of Archduke Franz Ferdinand
• July Crisis
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Blank Check
Austria’s Ultimatum
Serbia’s Response
Austria’s Rejection
• Teach Your Partner
The Spark to the War
• Declarations of War
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Austria Declares war on Serbia
Russian Mobilization
Germany’s Ultimatum
Germany Declares War on Russia
Belgium Declares Neutrality
Germany Declares War on France
Britain Declares War on Germany
• Teach Your Partner
Partner Discussion
• Have you ever had an incident with another
person that seemed to spin out of control?
What did you do about it? What did it feel
like? How would you do it differently?
Writing Assignments
• Analyze the long-range causes of World
War I in order to determine if it could have
been avoided? If so, how. If not, why not?
Limit your response to 500 words.
Review of the Basics
• The Fundamentals of Formal Instruction
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One Step At A Time
We Learn By Doing
A Picture is Worth A Thousand Words
We Learn Best By Teaching
Practice, Practice, Practice
Review of the Basics
• Vince Lombardi’s Law
–“Practice does not make perfect.
Only perfect practice makes
perfect.”
Review of the Basics
• The Prompting Hierarchy
– Three Modalities
• Verbal – Tell them what to do next
• Visual – Show them what to do next
• Physical – Guide their body to correct performance
– Increasing Precision
• Three modalities of prompting form a natural
hierarchy in terms of the amount of information they
convey.
The Prompting Hierarchy
• DO Physical Guides
Increasing Clarity and
Explicitness of the Prompt
• SEE Visual
Shows
• Say Verbal
Tells