Problem Based
Present the problem, develop a plan, implement the plan, evaluate the implementation. Any STEM project should be set up to follow the problem based model.
1. Present the problem - Build a bridge between two stacks of books with an index card.
2. Develop a plan - After students have received their objective, have them make a plan of what they are going to do. Thy cannot alter the index in any way except folding it.
3. Implement the plan - They must place weights on the bridge until it collapses.
4. Evaluate the implementation - See what they can do to fix their design to hold more weight/mass. You can make this a competition once everyone has hit the weight limit and see who can hold the most mass.
I have a Fairytale unit I use in December. We read several and talk about the different fairytales, where their origins are from and if the story has been told in a different way throughout time.
This following is a problem based activity that goes with Three Billy Goats Gruff.
1. Present the problem - You need to build a raft that will cross the river (stay afloat for 10 seconds) and hold 10 grams of weight.
2. Develop a plan - the students can only use straws and rubber bands.
3. Implement the plan - Once they have a plan and have drawn it up they build the raft and try it out.
4. Evaluate the implementation - Once they have tried their raft, they go back and see if they can fix it to complete the objectives.
Inductive/Integrative
1. Explain students will examine several materials. They need to find patterns and differences.
2. Divergent Phases - Ask open ended questions to help students start putting materials together in piles. Students need to justify their conclusions.
3. Convergent Phase - Ask questions to have students start narrowing their conclusions. Have them put particular pictures or materials together and see if they can find a pattern.
4. Closure - Let students use their own words to put together what they have learned from the conversations and discussion.
5. Challenge students to make application to real life scenarios.
1. I would like to take this model and show pictures of habitat changes as humans have encroached on wild habitats and the changes that have happened. See if the students could use the different phases to recognize the patterns. I would asked open ended questions, "What do you see? Are there any patterns in these pictures? Can you put pictures together in different piles?
Then use more questions to bring them together to see if they can see what has created the differences. Then have them discuss what has happened by closing up the activity and then talking as a class to see what we can do to prevent more of this from happening.
2. I think I can do this activity with living and nonliving pictures. Help the students to discuss and find what are the definitions of what a living thing is and what a nonliving thing is.
Cooperative Model
1. Introduce the task. 2. Name, teach and practice targeted skill. 3. Implement the lesson and monitor student interactions. 4. Summarizing learning. 5. Measure group and individual accountability. 6. Assess learning.
Different ideas of cooperative model are the following:
1. Round robin - scattegories - Have students get in copperative teams and throw out a topic like nouns - each team has to name a noun, verb, adjective when it is their turn.
2. Roundtable - Everyone has to perform the same task but they do it one person at a time.
3. Writearound - You ask a question and everyone puts down an answer and then everyone switches chairs and write a new answer down as they switch to a new seat (Skoot). You can get a great story starter this way as students write down what would happen at the next part of the story.
4. Numbered Heads together - students get together and try and solve a problem the teacher presents.
5. Team jigsaw - Every one divides up a passage to read and then shares their portion of the material with the group so everyone has put the reading together like a jigsaw puzzle.
6. Tea Party - Two circles are formed with students facing each other. At the end of the first question, the outside circle moves one seat to the right/or left and a new question is posed and they have a new partner with whom they can discuss it.
1. Introduce the task 2. Name, teach and practice skill. 3. Implement the lesson and monitor the student's reactions. 4. Summarize learning. 5. Measure group and individual accountability. 6. Assess learning.
1. Read the book, "First Day Jitters. 2. We are going to write a story about how you feel today on the first day of school. 2. I want you to write your name on the paper, the date, and then start writing about how your day went. Let's read our story again and find some things you can tell me. How did you feel when you woke up? Did you want to get up? Did you have some special clothes picked out? Tell me about them. What did you eat for breakfast? Did it make you feel better or make your stomach upset. How did you feel when you got off the bus or when your mom or dad dropped you off? Did they come inside with you? How did you feel after they left? Pass out the rubric 3. The students will begin writing their story and I will go around the room monitoring their progress. 4. We will come back to the carpet after the stories are written. Those who want to will read their. We will then summarize how different students felt different or the same as others. 5. The students will grade themselves against the rubric giving at the outset. 6. I will take all the papers and look to see where the student is weak and where I can help their learning.
2. Tea Party - 1. Teach the students how to make two circles, facing each other. They will be sitting across from each other like they are at a tea party. 2. I give everyone a different card with a vocabulary word we have learned this year. On the card is the definition, the word used in a sentence. 3. The students will either tell their tea party guess the definition and their partner will need to guess what the vocabulary word is, or they will read the word in a sentence and their partner will need to tell their partner the definition. As the teacher, I will tell the inner circle if they are definitions or circle and the outer circle will be the opposite. After everyone has shared, the inner circle moves one seat to the left. 4. After about 10 definitions, everyone will get computers and we will play Kahoot with the vocabulary words to see if they all learned something in our tea party. 5-6 Playing Kahoot!
Tuesday, July 24, 2018
Wednesday, July 18, 2018
Teaching Models III
Concept Development
The concept development model is an interactive engaging instructional model that challenges learners to expand and refine their understanding of concepts through various cognitive processes. When practicing this model learners identify, analyze, organize, and classify examples of a concept and use this experience to make generalizations about it.
The first way i thought about using this in my classroom is using the concept persuasive, informational, narrative texts. I would come up with two or three examples of each kind of text. I would probably teach each one individually and not together. We would talk about the different examples and I would use non-examples as well. We would hypothesize about the attributes and list them on the board. Then we would talk about the difference between the two or three examples. As a class we would come up with an anchor chart listing the attributes. This would be the guide for the students as they write their own personal narrative, persuasive, or informational text.
I think this concept would also work when introducing the concept of fact and opinion. I would have lists of different opinions and facts and present them in a slide presentation. I would group them in an elevating sort of pattern from opinions to facts. As a class we would hypothesize the difference between the examples. Then we would come up with the definition for facts and a definition for opinion. At this point I would probably do a Kahoot game to see if they could figure out which is which. The we would discuss which kind of comments would be appropriate and which kind of texts. We would evaluate how to use them properly.
Socratic Seminar
1. Choose the text. 2. Plan and cluster several questions. 3. Introduce the Model to Students. 4. Conduct the discussion 5. Review and summarize the discussion 6. Evaluate the Discuss
I would to use socratic seminar in my classroom when discussing persuasive texts. I would have the students read beforehand two or three persuasive papers written on different levels on their abilities to persuade. I would then prepare questions on a varying cognitive demand. What do you notice the same about these texts? Are they asking a question? What is the question? Do they want you the reader to do something? What do they want you to do?
Hopefully, the conversation would lead to what do you want to persuade someone to do? Can you write enough facts down that you could persuade someone with real facts and not just superlatives? It is great. It is wonderful. We would talk about the difference between opinion and fact and why facts persuading people is often more intriguing and powerful. I think it would be fun to have several advertisements from TV, showing good ones and bad ones and see the students can see the similarities between the ads and literature.
I would introduce the model to the students and talk about how to express their opinions. I would help them to know how to ask good questions, agree and disagree respectfully, and how to make comments without offending. We would then conduct the discussion. After it is over we would review and summarize it. The last step of the model is to evaluate, which I would probably have them write a paragraph to evaluate how the discussion went.
At the beginning of the year I teach a unit on energy. After researching renewable and nonrenewable energy I think a socratic seminar would be a great way to discuss our communities and the sources of energy we use. I would plan questions on Bloom'S Taxonomy. What kind of energy do we use? Where do we use it? Why do we use it? Are there other types of energy? Do you use energy? What kind of energy is that? What kind of energy is the cheapest? Why? (This could also be used in a Concept Development Idea and list the words, group them and then label them into renewable and nonrenewable! Eureka, and Idea!) Then I would introduce the model to the classroom. We would conduct the discussion, review and summarize it, and then evaluate it by having the students make choices of how to better use the energy around us properly.
Role Play
This is a model where students get characters to play and act out situations in literature, science, or social studies.
One activity i can think of is in learning about habitats give each student a lanyard with a specific animal or plant or water of a habitat. on the lanyard explain who their predators are and who their prey is. Then as a teacher i am prepared with questions to lead on interactive roll play. The students then learn how they all help or hinder in a habitat.
We read Charlottes Web in my classroom last year. I did not do this activity but i think it would be a great one to add to the unit. I would like to assign everyone in the reading group a character from the barnyard. Then i would like to develop the characters. What the characters sound like. What they walk like. What there attitudes might be like. Then i would like to do some roll play with the text.
At the end of any roleplay, the needs to be a discussion on what was learned
Jigsaw
The Jigsaw model is one where pieces of information are handed to the students where they become an expert on a larger topic. These experts are then assigned to new groups and each expert teaches the other expert their small portion of the larger schema. The next step is to hold students accountable for what they have been taught and learned and then evaluate the process.
I thought this would be a great way to introduce math story problems. I could have four different groups, one talking about addition problems, the next subtraction problems, the next multiplication problems and the last division problems. In each group I would make sure that they know the different phraseology their particular type of math story problem. They would then discuss and teach others and then at the end, I would have some kind of exit ticket to evaluate the process.
I would like to use this model also when teaching about indigenous people. I think this is a good way to introduce students to six or eight different native American tribes. They would read an informational text and then be reassigned into new groups where each group needs to fill out a graphic organizer about the new tribes they teach and learn about. The graphic organization would be the accountable piece and then as a classs we would evaluate which tribe we would do further research on.
The concept development model is an interactive engaging instructional model that challenges learners to expand and refine their understanding of concepts through various cognitive processes. When practicing this model learners identify, analyze, organize, and classify examples of a concept and use this experience to make generalizations about it.
The first way i thought about using this in my classroom is using the concept persuasive, informational, narrative texts. I would come up with two or three examples of each kind of text. I would probably teach each one individually and not together. We would talk about the different examples and I would use non-examples as well. We would hypothesize about the attributes and list them on the board. Then we would talk about the difference between the two or three examples. As a class we would come up with an anchor chart listing the attributes. This would be the guide for the students as they write their own personal narrative, persuasive, or informational text.
I think this concept would also work when introducing the concept of fact and opinion. I would have lists of different opinions and facts and present them in a slide presentation. I would group them in an elevating sort of pattern from opinions to facts. As a class we would hypothesize the difference between the examples. Then we would come up with the definition for facts and a definition for opinion. At this point I would probably do a Kahoot game to see if they could figure out which is which. The we would discuss which kind of comments would be appropriate and which kind of texts. We would evaluate how to use them properly.
Socratic Seminar
1. Choose the text. 2. Plan and cluster several questions. 3. Introduce the Model to Students. 4. Conduct the discussion 5. Review and summarize the discussion 6. Evaluate the Discuss
I would to use socratic seminar in my classroom when discussing persuasive texts. I would have the students read beforehand two or three persuasive papers written on different levels on their abilities to persuade. I would then prepare questions on a varying cognitive demand. What do you notice the same about these texts? Are they asking a question? What is the question? Do they want you the reader to do something? What do they want you to do?
Hopefully, the conversation would lead to what do you want to persuade someone to do? Can you write enough facts down that you could persuade someone with real facts and not just superlatives? It is great. It is wonderful. We would talk about the difference between opinion and fact and why facts persuading people is often more intriguing and powerful. I think it would be fun to have several advertisements from TV, showing good ones and bad ones and see the students can see the similarities between the ads and literature.
I would introduce the model to the students and talk about how to express their opinions. I would help them to know how to ask good questions, agree and disagree respectfully, and how to make comments without offending. We would then conduct the discussion. After it is over we would review and summarize it. The last step of the model is to evaluate, which I would probably have them write a paragraph to evaluate how the discussion went.
At the beginning of the year I teach a unit on energy. After researching renewable and nonrenewable energy I think a socratic seminar would be a great way to discuss our communities and the sources of energy we use. I would plan questions on Bloom'S Taxonomy. What kind of energy do we use? Where do we use it? Why do we use it? Are there other types of energy? Do you use energy? What kind of energy is that? What kind of energy is the cheapest? Why? (This could also be used in a Concept Development Idea and list the words, group them and then label them into renewable and nonrenewable! Eureka, and Idea!) Then I would introduce the model to the classroom. We would conduct the discussion, review and summarize it, and then evaluate it by having the students make choices of how to better use the energy around us properly.
Role Play
This is a model where students get characters to play and act out situations in literature, science, or social studies.
One activity i can think of is in learning about habitats give each student a lanyard with a specific animal or plant or water of a habitat. on the lanyard explain who their predators are and who their prey is. Then as a teacher i am prepared with questions to lead on interactive roll play. The students then learn how they all help or hinder in a habitat.
We read Charlottes Web in my classroom last year. I did not do this activity but i think it would be a great one to add to the unit. I would like to assign everyone in the reading group a character from the barnyard. Then i would like to develop the characters. What the characters sound like. What they walk like. What there attitudes might be like. Then i would like to do some roll play with the text.
At the end of any roleplay, the needs to be a discussion on what was learned
Jigsaw
The Jigsaw model is one where pieces of information are handed to the students where they become an expert on a larger topic. These experts are then assigned to new groups and each expert teaches the other expert their small portion of the larger schema. The next step is to hold students accountable for what they have been taught and learned and then evaluate the process.
I thought this would be a great way to introduce math story problems. I could have four different groups, one talking about addition problems, the next subtraction problems, the next multiplication problems and the last division problems. In each group I would make sure that they know the different phraseology their particular type of math story problem. They would then discuss and teach others and then at the end, I would have some kind of exit ticket to evaluate the process.
I would like to use this model also when teaching about indigenous people. I think this is a good way to introduce students to six or eight different native American tribes. They would read an informational text and then be reassigned into new groups where each group needs to fill out a graphic organizer about the new tribes they teach and learn about. The graphic organization would be the accountable piece and then as a classs we would evaluate which tribe we would do further research on.
Friday, July 13, 2018
Teaching Models II
Concept Development
1. Brainstorm 2. Group things together because they are alike. 3. Label the groups use reasons for groupings. 4. Regroup or include individual things or whole groups into other groups. 5. Summarize the information and form generalizations. 6.Evaluate students' progress assessing their ability to generate a wide variety of items and to group them flexibly.
I think the concept development plan would be a great to introduce the topic of what is technology into the classroom. 1. I have the students brainstorm all the ideas they can think of and write them on a sheet of paper. Each student gives me one example and we put them on the board. 2. Once all the suggestions are on the board, we start seeing if we can make groups of the different kinds of technology the students have created. 3. We label the groups and 4. start regrouping individual things or whole groups into our labels. 5. In small groups the students need to start evaluating the information to come up with definitions for the groups we have made. 6. Conduct the discussion to hopefully come to the idea that anything that is manmade and solves a problem is technology, not just electronic devices.
I am not sure how to do it, but I think this model could be great in defining nouns, verbs and adjectives. Every year my students struggle with what these are. I am wondering how I can brainstorm this. Would it be three different brainstorms? How would I ask the first question? Would that give it away? Should I just ask, What is a thing? Then brainstorm Something you do and last use a word to describe something. 2. It would be interesting to see if we could group these into groups that are alike, then 3. Label these groups. 4. We could regroup individual things into other groups and then maybe move whole groups. 5. Summarize the information and form generalizations or bigger definitions for the groups. 6. The assessment would be in using one noun, one verb and one adjective to make up sentences. How many combinations could we make.
1. Brainstorm 2. Group things together because they are alike. 3. Label the groups use reasons for groupings. 4. Regroup or include individual things or whole groups into other groups. 5. Summarize the information and form generalizations. 6.Evaluate students' progress assessing their ability to generate a wide variety of items and to group them flexibly.
I think the concept development plan would be a great to introduce the topic of what is technology into the classroom. 1. I have the students brainstorm all the ideas they can think of and write them on a sheet of paper. Each student gives me one example and we put them on the board. 2. Once all the suggestions are on the board, we start seeing if we can make groups of the different kinds of technology the students have created. 3. We label the groups and 4. start regrouping individual things or whole groups into our labels. 5. In small groups the students need to start evaluating the information to come up with definitions for the groups we have made. 6. Conduct the discussion to hopefully come to the idea that anything that is manmade and solves a problem is technology, not just electronic devices.
I am not sure how to do it, but I think this model could be great in defining nouns, verbs and adjectives. Every year my students struggle with what these are. I am wondering how I can brainstorm this. Would it be three different brainstorms? How would I ask the first question? Would that give it away? Should I just ask, What is a thing? Then brainstorm Something you do and last use a word to describe something. 2. It would be interesting to see if we could group these into groups that are alike, then 3. Label these groups. 4. We could regroup individual things into other groups and then maybe move whole groups. 5. Summarize the information and form generalizations or bigger definitions for the groups. 6. The assessment would be in using one noun, one verb and one adjective to make up sentences. How many combinations could we make.
Wednesday, July 11, 2018
Teaching Models
Inductive Model
Students are challenged to analyze real examples of literature or pictures by searching for and comparing patterns in an effort to achieve deep understanding.
Part of the common core of third grade is doing research. I introduce a Nova video called Sunken Ship Rescue. It is the story of the sinking and the salvage of the Italian cruise ship, Costa Concordia off the coast of Italy. There is so much interest as we learn the vocabulary and learn to take notes as we watch the video. We make a mindmap of the boat. Then list the engineer design processes that appear as problems arise. It really is one of the highlights of the year to watch these 8 and 9 years talk with expertise with academic vocabulary as they write their culminating stories describing what happened in a sevenb paragraph research document.
In there early part of the year I "read" the picture book, Tuesday, by David Wiesner. The students take notes about what is happening on each page. The lesson is designed for the students to ask questions. We are good at answering questions but not asking. The text lends itself to great questions. We do a pair share each page for those who are struggling to get ideas. AT the end the students write what happened in the sory since there are no words
Vocabulary Acquisition Model/Picture Word Induction
This model has students take a pretest to learn what they already know about a word. Next have students examine their responses to the pretest. They can review their spellings and definitions of the word and explain to one another the definition of the word, in doing so they will have an experience that promotes deep analysis of the word. This will prepare them for expanding their knowledge of the word as they explore its meaning by examining its synonyms, antonyms, prefix, suffix and so on.
Every week I introduce vocabulary words. Week one of Wonders are the following eight words, ached, discovery, effort, inspired, concentrate, educated, improved, satisfied. 2. I know this is inquiry, but I like when the students look at the words and discuss them at their tables. I always have a few students who know what all the words mean. I like them to be the "teacher" and be able to introduce the word to everyone else. 3. I have the students pair up and use the words in sentences orally back and forth to each other. This usually helps me to hear if they are using the word correctly. 4. I like to have the students act out the words if they can to a partner in a pair/share situation so they can get a deeper understanding of the word. 5. Then we move into finding synonyms, antonyms and take the word apart by removing any suffixes or prefixes.
Picture Word Induction Model
1. Shake Out 2. Classify and Analyze (Word Categories) 3. Titles, topics, main ideas 4. Sentences 5. Paragraphs
I teach a unit on energy when we study heat and light. I am wondering if I could start a conversation on how we as a society use energy by using this model. 1. I would begin by asking what do you see? Then I would move into What emotions are being felt? What are the people doing in these cars? Where are they going? I would draw attention to the smog in the background if the students do not see it. 2. Hopefully I can lead the discussion to what is being used? What are the byproducts. What is happening to the air and where does that air go? 3. Maybe the categories would go move into title like transportation, commuting, jobs, etc. 4. Then we would form sentences and 5. a paragraph about what is happening in this picture.
General Inquiry Model
1. Identify/propose a problem or a question. 2. Make a hypothesis. 3. Gather Data. 4. Assess Hypothesize (analyze) 5. Generalize about Findings 6. Analyze the process
This is a process-oriented instructional model that aims to teach students the skills, knowledge and dispositions required for thinking systematically to answer important questions. It usually includes all the skill set to solve a problem.
This is my favorite way to teach. We all solve problems everyday. The engineering Design Process teaches this in ask, imagine, plan, create, improve. When discussing solar energy at the beginning of the year we create a solar oven. We do a lot of research to discover what we need to do create the most efficient oven. 1. The problem is, how do we heat food when do not have an oven or electricity? How could we possibly heat out food? 3. The students need to hypothesize about other forms of energy and how we could harness it. We are so need to do some experiments about what kind of insulators we might need and what works best. 4. After we gather data we need to analyze what we know. What is going to work best? foil, styrofoam, felt, grass, etc. 5. We make decisions about our findings and try them out. 6. Then we take a look at what seemed to work best, make adjustments and try it again with new materials, test, then analyze.
The next idea is when we talk about force and motion. 1. The question is How do we make something travel slower? How do we make something travel faster? 2. The students work in groups to hypothesize how their marbles in the marbleworks towers they are going to build can travel slower and travel faster. 3. They are going to inquire and test lots of different data as they build, try and time their marble moving through their maze of marble works that they build. 4. They are going to sit down and analyze and write down the steps that made their marble move slow and what made it move fast, using words like speed, friction, height, length, etc. 5. They are going to generalize their findings by writing all this down and making a conclusion of the information they acquired. 6. We will all meet together as a class, as all this was done in a small group, and put our information together to see if there is any conclusions we can make that we all found out or if there was some knowledge only a few groups found. I think I will make a graph and record information from group to group on an excel sheet so we can see it all together on the smartboard.
Tuesday, July 3, 2018
Webquest or Hypderdoc?
WebQuest or Hyperdoc?
In my online class today, I learned about webquests and hyperdocs. I had no idea what they were. I had multiple lessons I teach come to mind while reviewing the material.
I teach a Provo City lesson in the fall. I walk my students around the school, pointing out our natural boundaries. Since our school is located in between the narrow boundary of the Wasatch Mountains and the Provo River. We walk over to the carwash on Canyon Road and 3750 North. I point out the valley between Orem and Provo. We discuss landmarks that might divide the two cities.
We use a mindmap and draw the boundaries of Provo. Then, I introduce a webpage called Historic Provo. I usually print this off, but now I can produce a webquest and have the student read it as a link. I am thinking of having them be the Spanish explorers and tell me what they saw when they came.
The idea of having this all online without printing any paperwork, or having the students lose the paperwork is a great aid. I can see this being more of a webquest because I have several activities I need the students to do. I can provide other links for researching old Provo, New Provo, Provo resources and work all this into the task and process of a larger project.
In the spring, I have the students do a large research and writing project on indigenous people of the Americas. I also thought of this as another unit that could be put into a webquest or hypderdoc. You might consider the Success Criteria I made for this project a hyperdoc. I sent it in an email and asked the students to have their emails open while researching their topic to make sure they were finding all the information I requested. This activity can be upgraded after the lesson today to be more interactive by making it more user friendly.
The idea of having information online is very user friendly. It doesn't get lost. It can be bookmarked. It can be interactive. I have always tried to have success criteria available to students because so many cannot hold all the information in their heads. Hypderdocs and webquests arrange this information.
In my online class today, I learned about webquests and hyperdocs. I had no idea what they were. I had multiple lessons I teach come to mind while reviewing the material.
I teach a Provo City lesson in the fall. I walk my students around the school, pointing out our natural boundaries. Since our school is located in between the narrow boundary of the Wasatch Mountains and the Provo River. We walk over to the carwash on Canyon Road and 3750 North. I point out the valley between Orem and Provo. We discuss landmarks that might divide the two cities.
We use a mindmap and draw the boundaries of Provo. Then, I introduce a webpage called Historic Provo. I usually print this off, but now I can produce a webquest and have the student read it as a link. I am thinking of having them be the Spanish explorers and tell me what they saw when they came.
The idea of having this all online without printing any paperwork, or having the students lose the paperwork is a great aid. I can see this being more of a webquest because I have several activities I need the students to do. I can provide other links for researching old Provo, New Provo, Provo resources and work all this into the task and process of a larger project.
In the spring, I have the students do a large research and writing project on indigenous people of the Americas. I also thought of this as another unit that could be put into a webquest or hypderdoc. You might consider the Success Criteria I made for this project a hyperdoc. I sent it in an email and asked the students to have their emails open while researching their topic to make sure they were finding all the information I requested. This activity can be upgraded after the lesson today to be more interactive by making it more user friendly.
The idea of having information online is very user friendly. It doesn't get lost. It can be bookmarked. It can be interactive. I have always tried to have success criteria available to students because so many cannot hold all the information in their heads. Hypderdocs and webquests arrange this information.
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