TOPIC: th Date:
Ch. 1 Forcier 5 Ed.
subject: EDIT 302
LESSON objectives: What will you be teaching?
Assessment: (Traditional/Authentic?) you know they’ve learned?
(Is if worth knowing? Is it essential Info?)
• • • • • • •
Intro to behaviourism and constructivism Cooperative learning in the classroom Authentic Assessment Rubrics MI Learning Communities Cognitive Styles
Time
• Behaviourist/Constructivist remix game • Exit Cards • 5 Question Mini Quizzes
teaching points
How will
notes
Anticipatory Set: How will you gain and maintain student attention? Consider N aME. 2
• Show Ferris Bueller video • Show Power Teaching Video
Content Chunks: How will you divide and teach the content to engage student brains? Lesson Segment 1: Chunk no more than 7 things Activity: Chew – Behaviourism-Constructivism Matching Game • Constructivism: interacting with real life experiences to build learning o student-‐directed • Behaviourism: teacher-‐directed approach where the teacher delivers the info/learning to students o Skinner idea o Madeline Hunter’s approach involves direct teaching o 1/3 – 1/3-‐ 1/3 approach • What is a piece of software that is behaviourist? Constructivist? Behaviourist Constructivist Teacher-‐centered Teacher as the expert Teacher as the dispenser of information Learning is a solitary activity Assessment thru testing Emphasis on “covering” material Emphasis on short-‐term memorization Strict adherence to fixed curriculum
Learner-‐centered Teacher as a member of “learning community” Teacher as coach, mentor and facilitator Learning as a social collaborative endeavour Assessment interwoven with teaching Emphasis on discovering & constructing knowledge Emphasis on application & understanding Pursuit of student questions highly valued Forcier -‐ Pg. 12
References (text or electronic & Which of the 20 Brain-Compatible Strategies will you use to deliver your content?) Forcier Ch. 1 Delivery: writing, visuals, graphic organizers, humour, discussion, games, technology, manipulatives
Displays/materials Forcier Book, SmartBoard, WhiteBoard, Videos, whiteboard markers. Laptop
Time
Teaching Points
Type Here
Notes Type Here
Lesson Segment 6: Chunk no more than 7 things Activity: Chew – Show Optical Illusions on SmartBoard
Perception • • • • •
Use our senses to learn all about our world. We gain experiences thru our senses. Perception is relative, not Absolute. Learning is most concrete when a number of different experiences occur. Procedural Memory
Bloom’s Taxonomy § §
1956 Benjamin Bloom Evaluation Synthesis Analysis Application Comprehension Knowledge
Lesson Segment 7: Chunk no more than 7 things Activity: Chew – Review for Chapter
From Theory to Application • Appropriate Software § Meets curricular needs § Should always be chosen before you buy hardware § No drill and kill § Constructivist and open-‐ended • Effective Software § Appeal to many senses § Must be toaster technology § Must be interesting § Does it contribute to developmental learning (permanence) § Based on a concrete experience § Uses the three learning modalities
CLOSURE: How will you review material to ensure learning has occurred? Consider N aME. 2
• Exit Cards • Mind Map (Bubbl)
Time
Teaching Points
Notes
Lesson Segment 4: Chunk no more than 7 things Activity: Chew – draw umbrellas for what type of assessment goes where!
Assessment • Two Types 1. Traditional § testing 2. Authentic § No passive testing § No rote learning § Reflection over overtime § Shows growth overtime § Encourages work samples to show this growth • Portfolios • Short answers • Investigation • Self-‐assessment • PBL • Checklists • Rubrics • Rating scales (Likerts) • Lesson Segment 5: Chunk no more than 7 things Activity: Chew – MI Smack That and Mnemonic Devices
Instruction and Learning • Good teachers always try to individualize their instruction. • Types of Intelligence • Gardener defines intelligence as, “…a set of skills for problem solving…enabling the individual to resolve genuine problems or difficulties….” • School’s of today usually address only two of Gardener’s Intelligences 1. Linguistic 2. Logical-‐mathematical • When technology is used properly, it can address all the main intelligences and if used really creatively, can cover all intelligences Linguistic Intrapersonal Logical-‐mathematical Interpersonal Spatial-‐visual Naturalistic Body-‐Kinesthetic Existential Musical
Cognitive Styles • Dealing with how we think • Myers-‐Briggs (MBTI) [Myers Briggs Type Indicator] 1. Assesses cognitive styles • Motivation 1. Intrinsic 2. Extrinsic • ARCS Model, John Keller 1987
Attention Relevance Confidence Satisfaction
Interesting instruction Instruction meets a goal or need of student The student can be successful What’s the pay-‐off?
Time
Teaching Points
Lesson Segment 2: Chunk no more than 7 things Activity: Find two games or pieces of software that lend themselves to the open-endedness constructivism requires.
Constructivism: • Children learn w/o being taught § Speaking § Walking § Body awareness § Problem solving • This is why technology lends itself so well to this approach • Students can use this “tool” (sometimes requiring figuring out how to use the tool) and then using it for learning and teaching • What are some pieces of software that are constructivist in nature? § SIMS § SIM City § Inspiration § Video Games Techno-‐Constructivism: http://www.educationworld.com/a_tech/tech/tech005.shtml Lesson Segment 3: Chunk no more than 7 things Activity: Chew – Group Interdependence Activity Canoe / Cups Game
Cooperative Learning • All learning takes place in one of three ways 1. Individually 2. Competitively (students working against each other) 3. Cooperatively (students working together) a. Most recommended b. Develops communication skills c. Develops higher order thinking skills d. Develops a +ve self-‐esteem e. Develops social awareness f. Creates motivation g. Develops tolerance
Real world skills
Learning Communities: •
•
•
Group Interdependence § Can’t complete the task w/o the help of the other group members § NO one group member can do the task themselves Group Identity § Name § Mascot § Glasser’s Needs (Belonging) Individual Accountability § Every group member has duties to complete
Notes
Group Interdependence Games 1. Canoes 2. Cups game 3. ? 4. ? 5. ? 6. ? 7. ?