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.
No comments:
Post a Comment