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Transcript of Goals for Class #8 To learn about the interactive teaching model called presentation. To improve...
Goals for Class #8Goals for Class #8
To learn about the interactive teaching To learn about the interactive teaching model called presentation.model called presentation.
To improve unit plans and storylinesTo improve unit plans and storylines
To learn about the ELED program To learn about the ELED program
(Dr. Owen)(Dr. Owen)
Using the marker, take turns adding Using the marker, take turns adding ideas for MITI student “Products.”ideas for MITI student “Products.”
Student Products
Writing and Media
Arts and Crafts
Performing
Design -Models
Games and Toys
Design lessons with activities that tap students’ strengths(multiple intelligences) and cause them to communication using different modes of communication.
Cooking
Brainstorm Student “Products”Brainstorm Student “Products”Student Products
Writing and Media
Arts and Crafts
Performing
Design -Models
Games and Toys
Write a Poem Make a Pop-Up Book
Clay sculpture
Perform a SkitSing a Song
Design a paper airplane
Make a crossword puzzle
Make a board game
Create a Comic Strip
Photo Album with Captions
Design lessons with activities that tap students’ strengths(multiple intelligences) and cause them to communication using different modes of communication.
Make diorama
Cooking
Make granola
Unit Planning ChallengesUnit Planning Challenges
Choose Content and Skills.Choose Content and Skills. Distinguishing between ideas and Distinguishing between ideas and
activitiesactivities What’s a smaller idea?What’s a smaller idea? What’s a larger idea?What’s a larger idea?
Align with Performance Standards. Align with Performance Standards. RI Grade Span ExpectationsRI Grade Span Expectations
Choosing Choosing KnowledgeKnowledge
Declarative Knowledge --- Declarative Knowledge --- Knowing Knowing WHATWHAT Factual Knowledge Factual Knowledge
smallersmaller ideas ideas observable facts, conceptsobservable facts, concepts
Conceptual KnowledgeConceptual Knowledge largerlarger ideas ideas interrelationship of smaller ideasinterrelationship of smaller ideas Rules, principles, generalizationsRules, principles, generalizations
Procedural KnowledgeProcedural Knowledge --- Knowing --- Knowing HOWHOW how to do somethinghow to do something academic - thinking skillsacademic - thinking skills skills required for independent livingskills required for independent living
Unit PlanningUnit Planning Choosing ContentChoosing Content
Big Ideas (Enduring Knowledge)
Small Ideas (Conceptual Knowledge)
Smaller Ideas (Factual Knowledge)
Choosing Choosing Procedural KnowledgeProcedural Knowledge
Sub skillsSub skills
(smaller ideas)(smaller ideas) Lay out squid and fan arms Lay out squid and fan arms and tentacles.and tentacles. Apply paint.Apply paint.
Gently remove paper.Gently remove paper.
Overall Skill Overall Skill
(larger idea)(larger idea)
How to make a squid printHow to make a squid print
Instructional ObjectivesInstructional Objectives Definition Definition
Statements that describe the Statements that describe the student student changeschanges that should that should result from result from instructioninstruction
A component of unit and lesson plansA component of unit and lesson plans Also known as Also known as Goals, Learning Goals, Learning
Objective , Learning OutcomesObjective , Learning Outcomes
Instructional ObjectivesInstructional Objectives Using Bloom’s TaxonomyUsing Bloom’s Taxonomy
Objective Objective (Declarative Knowledge) (Declarative Knowledge)The students will learn to [The students will learn to [verbverb for cognitive process] for cognitive process] [ [nounnoun for factual and conceptual knowledge] . . .for factual and conceptual knowledge] . . .Objective 1: Objective 1: Is able to Is able to rememberremember……Objective 2: Objective 2: Is able to Is able to classifyclassify……Objective 3: Objective 3: Is able to Is able to comparecompare……
ObjectiveObjective (Procedural Knowledge) (Procedural Knowledge)The students will be able to The students will be able to [[verbverb for cognitive process] for cognitive process] [[nounnoun for procedural knowledge] … for procedural knowledge] …
Example of Using Bloom’s Example of Using Bloom’s TaxonomyTaxonomy
ObjectiveObjective (Declarative Knowledge) (Declarative Knowledge)The student will understandThe student will understand that squids are living things that squids are living things with identifiable structures and characteristics that allow for with identifiable structures and characteristics that allow for survival. survival.
Sub Objective 1:Sub Objective 1: Is able to Is able to rememberremember several structures several structures of the squid that help the squid to survive.of the squid that help the squid to survive.
Sub Objective 2:Sub Objective 2: Is able to Is able to classifyclassify a squid as an animal, a squid as an animal, invertebrate, and cephalopodinvertebrate, and cephalopod..
Sub Objective 3:Sub Objective 3: Is able to Is able to comparecompare a squid with an a squid with an nautilus and cuttlefishnautilus and cuttlefish. .
Example of Using Example of Using Bloom’s TaxonomyBloom’s Taxonomy
ObjectiveObjective (Procedural Knowledge) (Procedural Knowledge)The student will be able toThe student will be able to applyapply a step- a step-by-step procedure and make a squid print. by-step procedure and make a squid print. Sub Objective 1: Sub Objective 1: Is able to make Is able to make a clean print with few a clean print with few
smudges and unmarked areassmudges and unmarked areas..
Sub Objective 2: Sub Objective 2: Is able to recognize Is able to recognize external external structuresstructures..
Sub Objective 3: Sub Objective 3: Is able to work Is able to work safely and cleanly.safely and cleanly.
Review: Review: Inquiry and PBLInquiry and PBL
1.1. What’s the What’s the purposepurpose of the model of teaching of the model of teaching called inquiry?called inquiry?
2.2. What do you need to plan What do you need to plan before you teachbefore you teach using this model?using this model?
3.3. What are the steps in the instructional What are the steps in the instructional sequence?sequence?
4.4. What are special features of inquiry model?What are special features of inquiry model?5.5. Is the inquiry model of teaching Is the inquiry model of teaching teacherteacher
centered or centered or studentstudent-centered? Explain the -centered? Explain the reasons.reasons.
PurposePurpose (Figure 7.1)(Figure 7.1)
ConsiderationsConsiderations
1.1. 1/6 to 1/4 of all classroom time is devoted to 1/6 to 1/4 of all classroom time is devoted to presentation.presentation.
2.2. Use of presentation increases with grade Use of presentation increases with grade levels-from elementary to high school.levels-from elementary to high school.
3.3. It’s a popular model among teachers. It’s a popular model among teachers.
TURN AND TALKTURN AND TALKYou’ve experienced 2300+ hours of lecture You’ve experienced 2300+ hours of lecture during 13 years of K-12 instruction. during 13 years of K-12 instruction. What makes a presentation (lecture) What makes a presentation (lecture) effective?effective?
PlanningPlanning
1.1. Prepare instructional objectives.Prepare instructional objectives.2.2. Choose content.Choose content.
• Conceptual MappingConceptual Mapping• Pre-assessing students’ prior knowledgePre-assessing students’ prior knowledge
3.3. Select advance organizer.Select advance organizer.4.4. Adapt presentation for differing student Adapt presentation for differing student
abilities.abilities.• Use photographs, diagrams, illustrations.Use photographs, diagrams, illustrations.• Use varying cues and examples.Use varying cues and examples.• Be concrete.Be concrete.
5.5. Plan for materials, time and space.Plan for materials, time and space.
Prepare Instructional ObjectivesPrepare Instructional Objectives
Learners will be able to understand that a squid is classified as cephalopod and related to an octopus, cuttlefish and nautilus.
Instructional SequenceInstructional Sequence
1.1. Review, clarify aims and establish Review, clarify aims and establish set.set.
2.2. Present advance organizer.Present advance organizer.
3.3. Present learning materials.Present learning materials.
4.4. Monitor and check for understanding Monitor and check for understanding and strengthen student thinking.and strengthen student thinking.
TimeTimeTEACHER ACTIONTEACHER ACTION TIMETIME
Review, clarify aims and Review, clarify aims and establish set.establish set.
2 min.2 min.
Present advance organizer.Present advance organizer. 3 min.3 min.
Present learning materials. Present learning materials. 20 min.20 min.
Monitor and check for Monitor and check for understanding and strengthen understanding and strengthen student thinking.student thinking.
10 min10 min
SpaceSpace
Arrange furniture and area for Arrange furniture and area for presentation.presentation.
Establish board space for posting Establish board space for posting visual aids.visual aids.
Group students in pairs for “Turn and Group students in pairs for “Turn and Talk.”Talk.”
Arrangement of FurnitureArrangement of Furniture (Figure 7.6)(Figure 7.6)
Traditional Row and Column
Helps focus students Helps focus students attention on teacher and attention on teacher and presentation areapresentation area
Supports individual Supports individual learninglearning
Arrangement of FurnitureArrangement of Furniture
Helps focus students attention on teacher and Helps focus students attention on teacher and presentation areapresentation area
Supports cooperative learning (Turn and Talk)Supports cooperative learning (Turn and Talk)
U-Shaped or Horseshoe - Paired Seating
Aspects of Clear Aspects of Clear PresentationsPresentations
(Figure 7.9)(Figure 7.9)
Be clear about Be clear about aims and points.aims and points.
Go through your Go through your presentation step presentation step by step.by step.
Be specific and Be specific and provide several provide several examples.examples.
Check for student Check for student understandingunderstanding
MaterialsMaterials
Visual AidsVisual Aids Handout for Note-TakingHandout for Note-Taking
Did you know the 90’s fad Did you know the 90’s fad included “Inky” Beanie Baby, included “Inky” Beanie Baby,
a a Cephalopod?Cephalopod?
Is Inky a squid or an octopus? How would you know?
Cephalopods
Types
Number and Sizes
Anatomy
Predators and Prey
Behaviors
Location
Cephalopods
For Note-Taking
AnatomyAnatomy A A cephalopodcephalopod is a is a
PodPod = foot= foot
CephaloCephalo = head = head
Anatomy
An animal. An invertebrate. A CEPHALOPOD!
Video of Squid
TypesTypes
SquidSquid OctopusOctopus CuttlefishCuttlefish NautilusNautilus
Types Anatomy
LocationLocation
In oceans around In oceans around the worldthe world
Deep in the ocean Deep in the ocean near the bottomnear the bottom
Coral reefsCoral reefs
Types Anatomy
Location
-What does the Greek word What does the Greek word cephalopodcephalopod mean? mean?
Check for understanding - 1
- List four types of cephalopods.- List four types of cephalopods.
Types Anatomy
LocationNumber and Sizes
Number and SizesNumber and Sizes
There are more than 800 There are more than 800 different kinds.different kinds.
SmallestSmallest: The pygmy : The pygmy squid is no larger than squid is no larger than your fingernail.your fingernail.
LargestLargest: The colossal giant : The colossal giant squid is larger than a city squid is larger than a city bus.bus.
BehaviorsBehaviors Excellent visionExcellent vision Color BlindColor Blind Defends itself by changing Defends itself by changing
colors and ink cloudcolors and ink cloud Moves with jet propulsionMoves with jet propulsion Grabs prey with arms and Grabs prey with arms and
tentaclestentacles An octopus regenerates an arm An octopus regenerates an arm
if it loses it.if it loses it.
Types Anatomy
LocationNumber and Sizes
Video of a Cuttlefish
Video of Squid
BehaviorsHoudini Octopus
What behaviors do What behaviors do cephalopods use to defend cephalopods use to defend themselves from predators themselves from predators
or to capture their prey?or to capture their prey?
Check for understanding - 2
Predators and PreyPredators and Prey
PredatorsPredatorssperm whales, sharks, sperm whales, sharks, barracuda, sealsbarracuda, seals
PreyPreyfish, crabs, lobsters, fish, crabs, lobsters, clams, oysters. larvae of clams, oysters. larvae of crabs and shrimpcrabs and shrimp
Types Anatomy
LocationNumber and Sizes
Behaviors
Predator and Prey
Video of Octopus and Shark
Feeding a Giant Octopus
Identify two predators and Identify two predators and two prey of cephalopods.two prey of cephalopods.
Check for understanding - 3
If you saw these animals while If you saw these animals while scuba diving, how would you scuba diving, how would you know they were cephalopods?know they were cephalopods?
Extend student thinking
“ “3-2-1”3-2-1”
33 things you learned today. things you learned today.
22 things you would like to things you would like to know know
more about cephalopods.more about cephalopods.
11 thing about thing about whatwhat or or howhow you’re learningyou’re learning
ClosureClosure
Teacher’s closing statements and Teacher’s closing statements and questions.questions.
Causes students to summarize the Causes students to summarize the new knowledge.new knowledge.
Purpose: Purpose: Focuses attention to the end of the lessonFocuses attention to the end of the lesson Organizes students’ learningOrganizes students’ learning Scaffolds - bridges knowledge learned during Scaffolds - bridges knowledge learned during
the lesson to prior knowledgethe lesson to prior knowledge Reinforces knowledge that was learnedReinforces knowledge that was learned
-What is a cephalopod?What is a cephalopod?
- - This is how my thinking has changed about This is how my thinking has changed about squid and other cephalopods.squid and other cephalopods.- What would you like to know more about?- What would you like to know more about?
Extend student thinking
What a Teacher Says:Today, you learned about a group of animals that are invertebrates and classified as cephalopods. Now, Turn and Talk. What is a cephalopod? How has your knowledge changed? What would you like to know more about?
Advance OrganizerAdvance Organizer((see Arends p. 269)see Arends p. 269)
Teacher’s introductory statements and Teacher’s introductory statements and questions.questions.
Different from establish set and reviewDifferent from establish set and review Purpose: Purpose:
focuses attention on topic at hand and informs focuses attention on topic at hand and informs students where the lesson is goingstudents where the lesson is going
Scaffolds: Bridges prior knowledge to knowledge Scaffolds: Bridges prior knowledge to knowledge to be learnedto be learned
Provides structure for knowledge to be learnedProvides structure for knowledge to be learned
Cephalopods
Types
Number and Sizes
Anatomy
Predators and Prey
Behaviors
Location
What a Teacher Would Say:
In a few minutes, I will present information about Cephalopods. Scientists classify squids as an animal and an invertebrate. Squids are a type of of invertebrate called a Cephalopods. You will learn about the topics in the above conceptual mapping. I want you to take notes as I speak.
Establish SetEstablish Set((see Arends p. 272)see Arends p. 272)
Teacher’s introductory statements to get students Teacher’s introductory statements to get students ready for and engage in learningready for and engage in learning
Different from other ways of introducing a lesson Different from other ways of introducing a lesson (review, advance organizers)(review, advance organizers)
Purpose: Purpose: Scaffolds: gets students to use prior knowledge and Scaffolds: gets students to use prior knowledge and
skills from long-term memoryskills from long-term memory Communicates a link to the knowledge to be presented.Communicates a link to the knowledge to be presented. Stimulates interests and involvementStimulates interests and involvement Teahcher uses cues such as questions or visual images.Teahcher uses cues such as questions or visual images.
The 90’s fad included “Inky” The 90’s fad included “Inky” Beanie Baby is a Beanie Baby is a Cephalopod.Cephalopod.
What a Teacher Would Say:During our two classes, we learned about the parts of a squid. Today you will learn that scientists classify a squid as a cephalopod. Did you recognize this Beanie Baby? Inky is a cephalopod. Is Inky a squid or an octopus? How would you know?