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EDUC 4464 – Class 6J/I Methods
Bell Work As a group, discuss why it is important to create lessons which have the students involved in their own learning?
September 26, 2007
General & Activity Nipissing Lesson Planning Formats
General
Activity
•Teacher-directed
•Student activity at end is more passive (i.e., a note, working from a text book, ….) or practice
•Most of the lesson has the students involved in an activity which, though introduced in the lesson, is more discovery-based (i.e., science experiments, working on a group research project …) – learning mostly occurs during the activity
The activity is not picked based on the format;
the format is picked based on the activity.
Ask yourself – This is what I want to do …. Which format fits best?
Sage on the Stage
Guide on the Side
New concepts given by the teacher
Learning mostly occurs from discovery (experiment, group discussion)
Students’ role
Teacher’s role
Sometimes it is easy to figure out which LP to use; sometimes it is hard. Look at the applications below. As future professional teachers, discuss as a group if they belong in a General or Activity Lesson plan:
Copy the note from the blackboard
Rotate around the biology labs following the directions on each centre card
I have showed you the correct T-formation for a free throw. In your squads, practice the free throw.
Look at the baseball cards on the table. As a group discuss the best stages your arm should go through as it throws. After you have isolated the stages, go and practice.
Here are the stages of process writing. Write a story.
Write a story based on the theme we discussed using the stages of process writing.
In the application, the students are to:
Welcome to Grade 6 Science!
Good day class. Let’s begin by reviewing what we already know about electricity.
Your Task:
1. Have one person from your group come up to get the materials
2. Your task is to make the light bulb light
3. Lift your hand up when your group does it
Activity Planning Format For Lesson Plans
Subject/Course: Science & Technology Name: Your Name
Grade Level: Grade 6 Date: September 26, 2007
Topic: Electricity Time: 12:30 – 1:15 (45 min)
1.Instructional Expectations and Opportunities The grade 6 learners will:
a)Expectations:
1) from the curriculum documents ….
6s52 Grade 6 Science and Technology Energy and Control Overall Expectations• design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other forms of energy;
This part is the same as a GLP
1
Activity Planning Format For Lesson Plans
Subject/Course: Science and Technology Name: Your Name
Grade Level: Grade 6 Date: September 27, 2004
Topic: Electricity Time: 12:30 – 1:15 (45 min)
1.Instructional Expectations and Opportunities The grade 6 learners will:
a)Expectations:
1) from the curriculum documents ….
2) Now make it specific to your lesson
This part is the same as a GLP
6s52 Grade 6 Science and Technology - Electricity • discover how to construct a simple electrical circuit
1
1. 5. Assessment
Remember Design-Down
How am I going to
assess the students?
Using a clipboard and class list as a checklist, observe students as they try to light the light bulb using a simple electrical circuit; Note an X if the students requires extensive remediation, a if the students are able to construct the circuit and get the light bulb to light, an E for a level 4 (figured it out quickly and could explain what it happening using appropriate scientific terms; a S for satisfactory (light bulb lit and could explain using some scientific terms), (also note: a B for behavioural issue.) Class list is attached.
Does it reflect the expectation?
2Flip down to find the Assessment section
6s52 Grade 6 Science and Technology - Electricity
• discover how to construct a simple electrical circuit
How could I make this
stronger by self or peer
assessment?
1. 4. Teaching / Learning Strategies
a) Introducing the Activity
a) Routines
Application: (approx. 15 min depending on student success rate)
One student needs to come up and get resources for table
Students problem solve and through trail and error (strategy) apply
previous knowledge (application level) to make the light
bulb light
Students use the terminology previously used and apply it to their
discovery
Students are to lift up their hands when they get the light bulb to light
Teacher goes to student group – can they demonstrate? Have extra materials available for fast finishers (remain busy while others are on task)
a) Teacher's Rolei) Procedures:
3
What are the
routines?
Include general routines that apply to this subject and
routines specific to this
lesson
Activity Lesson Plan – What goes where?1.3. Content
Topic: Simple current (Electricity Unit)
Application:
Closed circuit needed; electrons must travel along the wire, through the light bulb (filament), back into the wire, through the battery, and back. They need to be able to use this terminology in their explanation.
Open Closed
Remember Design-Down
The content for the activity will the students be
doing
4
1. 4. Teaching / Learning Strategies
a) Introducing the Activity
a) Routines
Application: (approx. 15 min depending on student success rate)
One student needs to come up and get resources for table
Students problem solve and through trail and error (strategy) apply
previous knowledge (application level) to make the light
bulb light
Students use the terminology previously used and apply it to their
discovery
Students are to lift up their hands when they get the light bulb to light
Teacher goes to student group – can they demonstrate? Have extra materials available for fast finishers (remain busy while others are on task)
a) Teacher's Rolei) Procedures: Instructor – review scientific method; give purpose, apparatus, set up materials on each
table
Facilitator – Guide on the side – monitor and help individual students as they engage in discovery - Assessor – keep a checklist of observations
Educative Question for Task – “What is happening with the electrons that causes the light bulb to light?” (Comprehension level question) Ask at the end.
Tracking – monitor using checklist while assessing (see assessment section)ii) Consolidation of Learning:
What is my role as
the teacher?
5
1. 4. Teaching / Learning Strategies
a) Introducing the Activity (2 min – Hook; 5 min Review)Introduction (Part A – Hook) – turn the light in the room off and on; do same with
flashlight – have finger to lips to indicate silence
Introduction – Remind class of what we learned about static and circuit electricity and the movement of electrons; Review last two classes; Tell students that as a group they are to use the materials on the table to make the light bulb light
Have a student explain back the task (Consolidation 1); Send to task
a) RoutinesApplication: (approx. 15 min depending on student success rate)
One student needs to come up and get resources for table
Problem solve and through trail and error (strategy) apply previous
knowledge (application level) to make the light bulb light
Students use the terminology previously used and apply it to their
discovery
Students are to lift up their hands when they get the light bulb to light
Have extra materials available for fast finishers (remain busy while others are on task)
a) Teacher's Rolei) Procedures: Instructor – review scientific method; give purpose, apparatus, set up materials on each table
Facilitator – Guide on the side – monitor and help individual students as they engage in discovery - Assessor – keep a checklist of observations
Educative Question for Task – “What is happening with the electrons that causes the light bulb to light?” (Comprehension level question)
Tracking – monitor using checklist while assessing (see assessment section)
ii) Consolidation of Learning:Have a student explain back the task (Consolidation 1)
3
3
How will I introduce the
lesson?
6
1. 4. Teaching / Learning Strategies
a) Introducing the ActivityIntroduction (Part A – Hook) – turn the light in the room off and on; do same with flashlight – have
finger to lips to indicate silence
Introduction – Remind class of what we learned about static and circuit electricity and the movement of electrons; Review last two classes; Tell students that as a group they are to use the materials on the table to make the light bulb light
Have a student explain back the task (Consolidation 1);
a) RoutinesApplication: (approx. 15 min depending on student success rate)
One student needs to come up and get resources for table
Problem solve and through trail and error (strategy) apply previous
knowledge (application level) to make the light bulb light
Students use the terminology previously used and apply it to their
discovery
Students are to lift up their hands when they get the light bulb to light
Have extra materials available for fast finishers (remain busy while others are on task)
a) Teacher's Rolei) Procedures: Instructor – review scientific method; give purpose, apparatus, set up materials on each table
Facilitator – Guide on the side – monitor and help individual students as they engage in discovery - Assessor – keep a checklist of observations
Educative Question for Task – “What is happening with the electrons that causes the light bulb to light?” (Comprehension level question)
Tracking – monitor using checklist while assessing (see assessment section)
ii) Consolidation of Learning: Have a student explain back the task (Consolidation 1); (Consolidation 2) At end of lesson, take up the findings as a class – draw on board the different ways students lit the light bulb – isolate common elements – have students copy the illustration and put in the findings section of the scientific method for this lesson in their notebooks (10 min)
How will I introduce the
lesson? 5
3
37
Activity Lesson Plan – What goes where?1. Preassessment
a) Learners:
a) Learning Environment:
a) Resources:
What do the students need to know before they can be successful in this lesson?
How must the environment be set-up?
What resources are needed?
Same as GLP• Movement of electrons –covered last 2 classes
•Students have experience with static electricity
•Students need to know what a wire, battery, and light bulb are
•Students are aware of health and safety issues when working with electricity
•Monitor Jean Luc Picard and accommodate as necessary (see IEP in top of desk – physical exceptionality – specific strategy (if requested): manipulate objects for him under his oral direction)
•Classroom – desks in groups (class list & seating plan in teacher’s desk, rt-hand drawer)
•Have all equipment for experiment out on front desk for pick-up
•Have scientific method (first steps) done on transparency
• Teacher is to circulate throughout class during activity
•Overhead projector and transparency with purpose, apparatus and method done; chalk, blackboard, pen; student notebooks (in desks)
•1 set of battery, light bulb, wire per group (8 groups); extras for early finishers
As you work through creating the lesson you may add resources
8
What’s missing?
Activity Lesson Plan – What goes where?1. Preassessment
a) Learners:
a) Learning Environment:
a) Resources:
Correction !
Same as GLP• Movement of electrons –covered last 2 classes
•Students have experience with static electricity
•Students need to know what a wire, battery, and light bulb are
•Students are aware of health and safety issues when working with electricity
•Monitor J.L.P. and accommodate as necessary (see IEP in top of desk – physical exceptionality – specific strategy (if requested): manipulate objects for him under his oral direction)
•Classroom – desks in groups (class list & seating plan in teacher’s desk, rt-hand drawer)
•Have all equipment for experiment out on front desk for pick-up
•Have scientific method (first steps) done on transparency
• Teacher is to circulate throughout class during activity
•Overhead projector and transparency with purpose, apparatus and method done; chalk, blackboard, pen; student notebooks (in desks)
•1 set of battery, light bulb, wire per group (8 groups); extras for early finishers
As you work through creating the lesson you may add resources
1. Reflections
a) I – Student Learning:
a) Effectiveness of Student Teacher
a) Next Steps
Go to the PT Handbook.
Does the lesson fit the guidelines stated?
Fill out the reflection based on the lesson presented and the questions on these pages.
Reflect on the learning – Make a clear statement (including indicators) describing the degree to which the expectation(s) were achieved by all students - any more you could add? Is there a better expectation you could have used?
What was the quality of your initiation, interaction and intervention (your communication, planning, implementation, organization, motivation, teaching/learning strategies, questioning, etc… How effective was this lesson? How effective were the individual parts of the lesson? Was the assessment reliable and valid?
What needs to be done next? Focus on developing the next lesson based on what happened
Pro-active classroom management strategies to be considered
What do you need to remember for next time you do this lesson?
Same as GLP
8
Modelling an Activity Lesson
Lower or shut off your laptops please
Thanks!