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Cornerstones of Effective Adolescent Instruction
• Active Student Engagement
• Metacognition
• Interdisciplinary
Active Student Engagement
• Elicits links to previous knowledge and experience to promote deeper cognition (Dewey, 1916)
• New learning is constructed by merging student’s prior experience with new concepts and skills (Bruner, 1960; Piaget, 1970)
Active Student Engagement
• Students who learn and use active engagement strategies outperform peers by more than 70% in math and 40% in science (Wenglinksy, 2000)
Metacognition
• Requires students to actively assess and manage one’s own thinking process (Perkins, 1995)
• Allows students to monitor their own levels of mastery and understanding (Bransford et al., 2000)
Metacognition
• Three processes for teaching metacognition (Marzano, 1998)
• Provide students with specific learning objectives prior to the lesson
• Give immediate feedback on strategies students select to complete tasks
• Wait! Give students time to formulate a thinking plan for a specific task
Interdisciplinary Instruction
• Allows students to integrate concepts from multiple disciplines so they can see greater relevance (Vars, 1996)
• More closely mirrors real-world problem solving required in today’s job market (Brown & Campione, 1994; Everett, 1992)
• Research shows that interdisciplinary instruction increases student engagement and retention (Vars, 2001; Caine & Caine, 1991; Hart, 1983)
Hands On: Real World Lessons for Middle School Classrooms
• Comprehensive curricular program designed to model best practices in adolescent instruction
Curriculum Design
• Week long instructional unit (5-7 class periods)
• Includes comprehensive lesson plans for math, science, social studies, language arts, and vocabulary
• Traditional and Authentic assessments are included
• Intended for use by an entire team, but can stand alone in individual disciplines
Curriculum Design
• Lessons are built around individual state content standards
• Designed to reinforce concepts on NCSCOS
Curriculum Design
• Designed based on Gagne’s Nine Events of Instruction
• Unit contains high-energy, hands-on, and research proven instructional strategies
Curriculum Design
• Introduce high energy, hands on activities with real life applications into the classroom
• Provide opportunities for critical thinking and problem solving
• Deliver food safety education to middle school students that is directly tied to state standards for core subjects
• Lay the foundation for safe food handling skills
USE
Since 2006, over 42,000 students across 12 states have used the Hands On resources and materials
Pin
Color
Uses
Red 1
Blue 2-3
Green 4-5
Yellow 6+
Why Food Safety?
• Money!
• If we can model best practices with a topic like food safety, we can do it with ANY unit topic
Why Food Safety?
• CDC estimates annually in U.S.:
• 76 million Food borne Illnesses
• 325,000 hospitalizations; 5,000 deaths (CDC, 2000)
• Cost to economy = $10 billion/year (Olson, 2000)
• Many adolescents prepare snacks and meals in the home
• % of food service workers are teenagers
• Adolescence is a critical time for establishing life-long, healthy behaviors
Participation as a Project School
• Free professional development training for teachers
• All curriculum materials and supplies (loops, slides, gloves, modeling clay, petri plates, etc)
All provided at NO COST to the school
Why is Teacher Training Important?
• Raises background knowledge on topic and increases content knowledge
• Models effective instructional strategies
• Teaches appropriate handling and disposal of microbiological agents
Consider this…
• On a scale of 1-10, how clean do you think your hands are right now? (1=dirtiest 10=cleanest).
• Make a list of 10 things you have touched since you last washed your hands.
• Introduce bacteria and examine the growth and control of microorganisms
• Practice methods of inquiry
• Variables, experimental design, collection and analysis of data
• Model and practice appropriate lab safety skills
Bacterial Growth Lab
• Science activity designed to
• Engage students in scientific research
• Explore concepts of bacteria, growth conditions, & hand washing
• Develop observation & prediction skills
RAFT
• Role, Audience, Format, Topic
• Activity designed to:
• Synthesize new content with background knowledge
• Requires creative thinking
• Differentiated for various learning levels, styles, and interests
Generating a Researchable Question
• Designed as a follow-up to the Growth Lab
• Requires students to synthesize knowledge
• Engages students in critical thinking
• Allows students to use problem solving to create experimental designs
• Explore the concept of scale
• Bacterial growth as a model of exponential growth
• Simple statistical analysis of data
Shigella Growth
0
10
20
30
40
0 50 100 150
Time in Minutes
Nu
mb
er
of
Cell
s
Cells
Carousel Activity
• Designed to:
• Activate prior knowledge
• Promote discussion of topics among peers
• Provide a scaffold for new information to be learned in the lesson
Understanding Scale
• Math activity designed to• Provide a hands-on learning
experience to make the abstract concept of scale more concrete
• Allow students to draw connections between their scale models and the magnification of microscope objectives (4x, 10x, and 40x)
• Practice accurate measurement
Understanding ScaleQuestion 2 Inches Feet’
Inches’’
Centimeters
1”=2.54 cm
Magnification
A. How tall are
you?64” 5’4” 162.6 cm
This is how tall
you are at 1x.
B. Multiply
height by 4
How tall you
would be at 4x.
C. Multiply
height by 10
How tall you
would be at 10x
D. Multiply
height by 40
How tall you
would be at
40x.
256” 21’4” 650.4 cm
640” 54’ 1626 cm
2560” 214’ 6504 cm
• Read non-fiction source materials for detail and comprehension
• Practice verbal and written communication skills
• Write expository texts
Jigsaw Cooperative Learning
• Students become “experts” on one topic of safe food handling
• Groups are reconfigured so that there is an expert on each topic
• Experts teach the rest of the group about their topic
Finding Food Safety Mistakes
• Designed to allow students to apply their newly acquired knowledge
• Students read a scenario and identify critical food safety mistakes
• Students predict possible outcomes of those mistakes
www.clemson.edu
Writing Press Releases
• Allows students to practice expository, process writing
• Specific activities to teach revision of one’s own work– Rainbow Writing
• Provides opportunities to write to audiences outside the classroom
• Practice informational research skills
• Identify primary and secondary sources, credible sources, etc.
• Bring outbreaks of food borne illness and their consequences into a geo-spatial context
What’s the Cause?
• Social Studies Activity designed to
• Apply knowledge of pathogens, their symptoms, and onset time to identify causative agents in Food borne Illness scenarios
• Evaluate students’ own understanding of the risks and preventative measures of food borne illnesses.
• 7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies
• 7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.
Standards of Living
•Social Studies Activity designed to
– Promote informational research skills
– Allow for synthesis of knowledge across the disciplines
– Bring standards of living concepts into a geo-spatial context
Outbreak Maps
• Social Studies activity designed to
- critically analyze connections between standards of living and food borne illnesses.
- Demonstrate an understanding of the characteristics of maps and geographic tools
- Apply knowledge of location of places and geographic features to create an outbreak map
• 8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
• 8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
• 8.H.1.3 Use primary and secondary sources to interpret various historical perspectives
Extra! Extra!
•Students will research one of three topics:
–Native Americans
–Immigrants from Europe
–Westward Expansion
•They will use this information to create time-period newspapers describing the role disease played with these populations
Participation as a Project School
• Free professional development training for teachers
• All curriculum materials and supplies (loops, slides, gloves, modeling clay, petri plates, etc)
All provided at NO COST to the school
Contact
Jennifer RichardsJennifer.Richards@utk.edu
865-976-1089
www.handsonclassrooms.org
@handson_class HandsOnClassrooms
References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school(expanded ed.). Washington, DC: National Academy Press.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.
Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
Caine, R. N., & Caine, G. (1991). Making Connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Dewey, J. (1916) Democracy and education. New York: MacMillan.
References
Everett, M. (1992). Developmental Interdisciplinary Schools for the 21st Century. The Education Digest, 57, 57-59.
Hart, L. (1983). Human Brain, Human Learning. New York: Longman.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-Continental Regional Educational Laboratory.
Olsen, S.J., et al. (2000). Surveillance for foodborne disease outbreaks United States 1993-1997. Morb. Mortal. Wkly. Rep. 49:1-51.
Perkins, D. N. (1995). Teaching for creative thinking. Paper presented at the Sixth International Conference on Thinking,. M.I.T., Boston, MA.
References
Piaget, J. (1970). Piaget's theory. In P. Mussen (Ed.), Carmichael's manual of child psychology (Vol. I, pp.703-732). New York: John Wiley.
Vars, G. (2001) Can curriculum integration survive in an era of high-stakes testing? Middle School Journal, 33(2), 7-17.
Vars, G. F. (1996). The Effects of Interdisciplinary Curriculum and Instruction. In P. S. Hlebowitsh & W. G. Wraga (Eds.), Annual Review of Research for School Leaders, pp. 147-164. Jefferson City, MO: Scholastic.
Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality.Washington, DC: Educational Testing Service.
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