Lesson Plan Protocol Pre-Lesson Planning, Plan for Lesson Implementation, and Post-Lesson Implementation Reflection May 2009 Project-based Learning (PBL) Lesson Planning Information Teacher Candidate Name: Clara Wright Date: December 18, 2010 Week 2 PBL Science Mentor Teacher Name: JIU Professor Name: Dr. Alana James JIU Course Name and Session: EDU500 Educational Theory Into Practice Grade: 6th Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Science Group Size: 20 Pre-Lesson Planning ACEI Standard n/a State the objective for this lesson. This Unit will introduce and teach students about Physical Properties of Matter, What Happens During a Chemical Change, What are Mixtures and How Can They Be Changed, and a Review/Assessment. A power point presentation will also be used during the 5-class periods of this unit. There will also be a whole-class and group investigations. Lesson 1 Objectives: Students completed the “What Do You Know?” worksheet (individual). Worksheet consists of two questions: (1) Have You Ever Seen a Physical Change, and (2) Have you mixed 2 or more substances together? This assignment will be used as a tool to access prior knowledge so teaching can build upon this knowledge which is a major theme in the theoretical framework of Bruner (theorist). A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the JIU School of Education Mission JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
Transcript
Lesson Plan ProtocolPre-Lesson Planning, Plan for Lesson Implementation, and Post-Lesson Implementation Reflection
May 2009
Project-based Learning (PBL)Lesson Planning Information
Teacher Candidate Name: Clara Wright Date: December 18, 2010 Week 2 PBL Science
Mentor Teacher Name:
JIU Professor Name: Dr. Alana James JIU Course Name and Session:EDU500 Educational Theory Into Practice
Grade: 6th
Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Science
Group Size: 20
Pre-Lesson PlanningACEI
Standardn/a State the objective for this lesson.
This Unit will introduce and teach students about Physical Properties of Matter, What Happens During a Chemical Change, What are Mixtures and How Can They Be Changed, and a Review/Assessment. A power point presentation will also be used during the 5-class periods of this unit. There will also be a whole-class and group investigations.
Lesson 1 Objectives: Students completed the “What Do You Know?” worksheet (individual).Worksheet consists of two questions:
(1) Have You Ever Seen a Physical Change, and (2) Have you mixed 2 or more substances together?
This assignment will be used as a tool to access prior knowledge so teaching can build upon this knowledge which is a major theme in the theoretical framework of Bruner (theorist).
A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given" (http://tip.psychology.org/bruner.html).
Lesson 2:Students will demonstrate their knowledge of physical properties of matter and be able to classify as observable or measurable physical properties by completing the lesson review with 80% accuracy.
Lesson 3:1. Students will demonstrate their knowledge of chemical properties, chemical change, and signs of chemical changes of
matter by correctly filling in nine of the eleven areas on the Graphic Organizer, Lesson 2.
2. Students will be able to classify changes as physical or chemical on the final exam with 80% accuracy. These changes will be review during lessons 2 through 5.
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
The objectives of Lesson 2 - 5 (as above) are in line with the GLE of: recognize and classify changes in matter as chemical and/or physical (Strand 1: G, a.). Before the changes can be classify as chemical and/or physical it is important to note that knowledge of physical and chemical properties should be attained.
3. Students will conduct an experiment and document on the Observations/Investigations Sheet their findings including: development a hypothesis, make observations, collect data from their observations, draw conclusions including accepting or rejecting their hypothesis and finally complete the Critical Thinking of Physical and Chemical Change with 80% accuracy. This will be completed as group assignments of 4 students to a group.
Module 2, Theme 3The key to project-based learning is the active participation of the learner in an authentic experience — learning by doing. As Arends tells us, “The essence of PBL involves the presentation of authentic and meaningful situations that serve as foundations for student investigation and inquiry” (2009, p. 386).
One of theorist Vygotsky’s main ideas is that:Learning is largely mediated by social interaction of students and "More Knowledgeable Others" (e.g. teachers, parents, coaches, peers, experts, etc.) http://www.simplypsychology.pwp.blueyonder.co.uk/Vygotsky.ppt
STAD (Student Teams Achievement Division)Teams are made up of students with varying academic abilities, genders, and race. The entire cycle of activities, from teacher presentation to team practice to quiz, usually takes three to five class periods (Slavin, Robert E., Arends. p.385).
Lesson 4 Students will demonstrate their ability to classify the types of matter in an object as an element, a compound, a mixture and/or a substance using their specific physical properties by accurately completing the Rags to Riches Assessment with 80% accuracy.
Overall Scores:Will include the individual scores as well as individual “improvement score”. Scores will be based not n absolute score but instead on degree to which exceeds past score this concept was related by Arends, p. 387.
4.0a,b State how this lesson aligns with grade-level standards and/or prior assessment results.
Missouri Show-Me State Standards (http://dese.mo.gov/standards/science.html)In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of
1. properties and principles of matter and energy 7. processes of scientific inquiry (such as formulating and testing hypotheses)
Missouri Grade Level Expectations: (Grade 6)Strand 1: Properties and Principles of Matter and Energy
1. Changes in properties and states of matter provide evidence of the atomic theory of matter
A. Objects, and the materials they are made of, have properties that can be used to describe and classify themScope and Sequence – Properties of and Changes in Matterd. Classify the types of matter in an object into pure substances or mixtures using their specific physical properties (Lesson 4-5).
G. Properties of objects and states of matter can change chemically and/or physicallyScope and Sequence – Properties of and Changes in Mattera. Recognize and classify changes in matter as chemical and/or physical (Lesson 3-5)
Strand 7: Scientific Inquiry1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation
Scope and Sequence - All Units; Formulate testable questions and hypotheses (Lesson 1-4)
E. The nature of science relies upon communication of results and justification of explanationsScope and Sequence - All Units;Communicate the procedures and results of investigations and explanations through: Writings (Lesson 1-5).
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
3.2c State how you will differentiate instruction that is appropriate to the needs of students who are culturally diverse or have exceptional needs.
Teacher will follow IEP guidelines as well as any additional accommodations/modifications needed.
In regards to the slideshow presentation for the visually impaired students: the default font settings on the screen were change to largest for easier viewing. Additionally handouts with notes and highlights may be given to students as needed.
The following accommodations/modifications will be made, if needed. Make sure the appropriate books and materials are open to the correct pages Provide an overview of the lesson before beginning Establish relevancy and purpose for learning by relating to previous experiences Always demonstrate how new material relates to previously learned information Familiarize student(s) with any new vocabulary before beginning the lesson Provide consistent review of any lesson before introducing new information Highlight important concepts to be learned in text material Use manipulative, hands-on activities whenever possible Alternate quiet and active tasks Use cooperative learning strategies when appropriate Set time limits for specific task completion Cue student by calling his/her name before asking questions Require verbal responses to indicate comprehension Provide immediate reinforcers and feedback Shape approximations of desired behavior by providing direct reinforcement such as praise or immediate feedback for correct
answers Use praise generously Use physical proximity and touch to help student(s) focus Ignore attention-getting behavior for a short time
The exceptional students will be assigned as leaders of each group activity.
Accommodations/Differentiation/Modifications will be included for special needs students with Individualized Education Plans. Struggling learners may have assignments shortened (as determine by their IEP class modifications), power point handouts, pictures, highlighted notes, and as needed a Think/Pair/Share type of activity with a study buddy. If needed the matrix may be partially prepared and given as a handout.
3.1b3.5b
List instructional and technological resources (e.g., Library of Congress primary resources, audio-visual aids, computer-based technologies, etc.) that will be used in this lesson. Include those that you will have to create.
Technology: Smartboard, PowerPoint Presentation, Video clips, and pictures
Use the power point presentation for teaching and explaining the unit.Issues will be addressed as the slide is presented during each lesson. Students will be called upon to read a slide, and then teacher will lead open-ended questions to review the slide.There will be a stopping point on the presentation for each lesson. It is noted that due to the time frames and student’s discussion/participation the presentation may not end in the planned stopping slide. If this occurs then the presentation will continue with the next lesson.)
The Internet was used to locate specific pictures for the presentation and additional information for the Unit.
Websites will be distributed to students so they may view during computer time and/or at home.Relate that if possible they may want to visit these sites to learn more either in the computer lab or at home i.e.
3.4b List strategies that foster student engagement in learning and self-motivation.
Discuss Fast Facts that are listed on the slide show presentation.Tell the students that this lesson combines an engaging teacher demonstration with a hands-on student lab experience.Inform students that we will continue thrilling discovery of physical and chemical changes with the discovery of mixtures and substances. Continue with telling the class that this lesson will include an engaging teacher demonstration with a hands-on student lab experience using cereal. And that they will be playing “Name That Change Game.” And when finished may eat their cereal.
3.4b,c List strategies that foster student engagement in positive social interaction that leads to a supportive and effective learning environment.
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
STADZone of Proximal Development (ZPD) Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. http://tip.psychology.org/vygotsky.html
A specific goal, such as a grade or a certificate of recognition, is identified for the group to attain. Students are told that they will have to support one another because the group goal can be achieved only if each member learns the material being taught (in the case of a task that culminates in an exam) or makes a specific contribution to the group's effort (in the case of a task that culminates in a presentation or a project). http://college.cengage.com/education/pbl/tc/coop.html
Students are shown how to help each other overcome problems and complete whatever task has been assigned.3.5c State how you will help students learn active inquiry and communication strategies (i.e., self-monitoring, restating ideas, and/or
drawing connections).
Group monitoring, self-assessment, questioning strategies.
n/a State possible challenges that might arise when implementing this lesson and state how you might handle them.
First of all need to ensure safety is followed during all experiments.I agree with theTop Ten Concerns of Science Teachers listed below. I would have to deal with each issue as it occurs but always maintain safety.http://712educators.about.com/od/science/tp/science_concerns.htm1. Safety2. Dealing with Controversial Topics3. Knowledge vs. Understanding4. Time Consuming Planning Requirements5. In Class Time Constraints6. Cost Limitations7. Facilities Limitations8. Prerequisite Information9. Collaboration vs. Individual Grades10. Missed Lab Work
ReadingLessons
Only2.1c
State how you will help students learn strategies for monitoring their comprehension and learning new vocabulary words.
Science Lessons
Only2.2d
State how you will design and implement age-appropriate inquiry lessons to (1) teach science within a context of understanding real-world applications, and (2) engage students through study and action.
First all lessons will be based upon Missouri Department of Elementary and Secondary Education Show Me State Standards and Grade Level Expectations as well as National Educational Guidelines.
If it is determined that the inquiry lesson does not meet the student(s) need then modifications will be made, i.e. such as changing worksheet or experiment. At the same time examples of real-world will apply i.e. ice melts to water.
Science Lessons
Only2.2e
State how you will integrate into the science lesson the relationship between the nature and/or history of scientific concepts and the lives, needs, and interests of students.
Guided Learning of Science Ideas includes the following:
Graphic Organizer for Lesson(s) Concepts. (Informal, On-going, Self-Assessment, Summative/Formal AssessmentPass out organizer. Explain what a Graphic Organizer is and give directions to complete first column. Discuss that the Organizer is used to first determine what they have learned both individually and in a group and after completion may be used as a study/re-teaching tool. Allow time to complete first column. Teacher will go around the room and assist where needed. After completed, answers will be discussed in class by teacher and students. Ask students to turn in Graphic Organizer (to be used in other lessons).
PowerPoint Presentation with Handouts - PBL
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
Help students focus on supporting facts and details that includes: Mixtures are combinations of two or more substances that don’t combine chemically
When a s substance is made by combining two other substances that contain new compounds are NOT a MIXTURE. Can anyone tell me why it is not a mixture? Answer: New compounds aren’t formed in a mixture because the substances don’t combine chemically.
Vocabulary – via slideshow presentation with students reading (Exceptional Student(s) to lead)
Social Studies Lessons
Only2.4b
State how this lesson will help students learn about and/or integrate the major concepts from the social studies (i.e., history, geography, psychology, government, economics, cultural diversity, religious studies, technology, etc.).
Social Studies Lessons
Only2.4b
State how this lesson will incorporate learning experiences in which students are challenged to research, analyze, and evaluate real-world situations.
Plan for Lesson Implementation - PBLACEI
Standard3.5d Describe how you will communicate the lesson objective through oral and/or written discourse.
Teacher will discuss the learning objectives for the class and each individual student. A blank matrix design will be presented at the beginning of the lesson with heading to demonstrate how they will meet their objectivities. A handout of a completed matrix for a different topic may also be used.
3.1d Describe how you will relate the lesson to prior student learning/experience.
Lesson(s) prior to the study of Matter. Physical Properties of Matter, Chemical Change and Mixtures should be about Atoms.Therefore, teacher will re-teach concepts of Atoms/Molecules and basic matter to include Classification of Matter into Solids, Liquids, and Gases.
For example teacher will remind students that Gas is everywhere. That there is something called the atmosphere which is vapor or gas. Remind students that water is a liquid. An example of a sold would be a block of wood. That a solid has a certain size and shape.
n/a State how you will present this lesson content and briefly describe each stage of the lesson delivery, including how much time you estimate each stage will take.
Syntax for Problem-Based
Learning (Arends, p. 401)
Lesson 1: What Do We Know About Matter?Lesson 2: What Are Some Physical Properties of Matter?Lesson 3: What Happens During a Chemical Change?Lesson 4: What Are Mixtures and How Can They Be Changed?Lesson 5: Assessment – What We Now Know/Reteach
Phase 1: Orient Students to the Problem Teacher
Teacher goes over the objectives of the lesson, describes important logistical requirements, and motivates students to engage in problem-solving activity (10 minutes)
Explain the Lessons above with the objectives/goals for student(s) and teacher. This will be done with a positive attitude toward the lesson/unit.
Discuss Fast Facts that are listed on the slide show presentation.Tell the students that this lesson combines an engaging teacher demonstration with a hands-on student lab experience.Inform students that we will continue thrilling discovery of physical and chemical changes with the discovery of mixtures and substances. Continue with telling the class that this lesson will include an engaging teacher demonstration with a hands-on student lab experience using cereal. And that they will be playing “Name That Change Game.” And when finished may eat their cereal.
Students will demonstrate their knowledge of physical properties of matter and be able to classify as observable or measurable physical properties by completing the lesson review with 80% accuracy.
The keys (as related by Arends, p. 402) Key 1: Not to learn large amount of information but rather to investigate the important problems and to become independent learners—figure out things on your own.
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
Phase 2: Organize Students for study
Teacher helps students define and organize study tasks related to the problem.(5 minutes)
Key 2: Teams are made up of students with varying academic abilities, genders, and race.
Class will be divided into 5 groups of 4 each.Each group will consist of at least one person STAD (Student Teams Achievement Division)Teams are made up of students with varying academic abilities, genders, and race. The entire cycle of activities, from teacher presentation to team practice to quiz, usually takes three to five class periods (Slavin, Robert E., Arends. p.385).
Phase 3: Assist independent and group investigation
Teacher encourages students to gather appropriate information, conduct experiments, and search for explanations and solutions.(20 minutes)
Teaching Procedures: Plan and Discuss:
1. This lesson will be given via slideshow software (Power Point).
2. Handout Unit Preassessment: What Do You KnowInform students: Do not worry if you cannot answer all of the questions correctly! This is to see what you do know to help me to teach the lesson. You will need to know for the unit test. Take 5 minutes to read and answer.
3. Explain that lesson will be given via slideshow and each issue will be addressed as the slide is presented. Tell students that you wish them to assist with this lesson by reading a slide and participating in the class discussion.
Students will be called upon to read a slide, then teacher will lead open-ended questions to review the slide.
4. Teacher and students will conduct a quick review of the previous lessons/knowledge about Matter. Matter is Made of Atoms (Students will be called upon).
5. Explain lesson developed from textbook and from students worksheet, What Do You Know.(Teacher will tell students that appreciation is expressed for them completing the worksheet.)
6. Preview the chapter:Have the students scan the chapter to find lesson titles and major headings.(Students will be given 3-5 minutes to scan the chapter.)
7. K-W-L Chart (Pass out Chart)Explain to students that they will be completing a K-W-L Chart. Review the Chart with the power point slide.Direct students to complete the first two columns of the Chart.Teacher will assist as needed.Then the teacher will call upon a student(s) to reply what they wrote in column I or II.Students will complete the third column as they read the chapterAt the end of the class ask students to turn-in Chart (to be used with other lessons).
8. Explain the objectives of each lesson(s) (5 lessons) and the unit.
9. Guided Learning of Science Ideas includes the following: JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
(As a class discussion using the handouts and power point presentation.)
Help students focus on supporting facts and details that includes: All matter has certain physical properties.When a substance undergoes a physical change, it remains the same substance though one or more properties may change.
Help students focus on supporting facts and details that includes: When a substance undergoes a chemical change, new substances form and energy is released or absorbed.
People use energy released during chemical changes. Examples include substances such as wood, oil, coal, and natural gas can be burned to produce energy for heat, electricity, and transportation fuel.
Vocabulary – for unit and broken down into lesson(s): (Completed as a class discussion with slide show Physical Properties: texture, ductility, density, and buoyancy.)
Experiments will be conducted via class and group.
Depending upon time frame Science games will be played (on-line) in relation to Physical and Chemical Changes.
Class workstations will be assigned to specific online site for each lesson as an extension and a re-teaching method.
Phase 4: Develop and present artifacts and exhibits
Teacher assists students in planning and preparing appropriate artifacts such as reports, videos, and models, and help them share their work with others.(20 minutes)
Key 4: Students will be encouraged to ask questions and to seek information during the investigations.
Teacher will lead open-ended questions by beginning an observation i.e. about the cereal experiment and then asking students what do they think will happen with baking soda and vinegar when mixed.
Phase 5: Analyze and evaluate the problem-solving process
Teacher helps students to reflect on their investigations and the processes they used.(15 minutes)
Students will be encouraged to express their ideas openly and freely. No idea will be ridiculed by the teacher or by classmates. All students will be given an opportunity to contribute to the investigations and to express their ideas.
Student worksheet(s) to be completed either individual and/or group (Formative/Summative Assessments) What Do You Know (Unit Preassessment) K-W-L Chart (Begin as Class Presentation) Chapter Self Assessment (Complete in STAD groups) Graphic Organizer for Chapter Concepts
(For each lesson as Self Assessment and Informal, On-going, Assessment) Review: What Are Some Physical Properties of Matter (Formative Assessment) Physical or Chemical Changes: Observation/Investigation Sheet Separating Mixture, Compound, or Solution: Observation/Investigation Sheet Rags to Riches Worksheet (Pre & Post) Lesson Review Worksheet(s) one for each lesson Graphic Organizer for Chapter Concepts
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
Experiment: Physical or Chemical Change (Teacher & Students)
Groups of 4 students each. Next, tell the students that they are going to be
conducting an experiment and observing a demonstration that involve physical or chemical changes.
Students will need to make a prediction about what change they think will occur before the demonstration.
Explain that the teacher will demonstrate the experiment first.
Tell students they will document on the Observations/Investigations Sheet their findings.
That they will development a hypothesis, make observations
That during their own experiment, the students will need to record all observations including what they see, hear, smell, etc.
They will make observations, and collect data from their observations.
They will draw conclusions including accepting or rejecting their hypothesis
Finally they will complete the Critical Thinking of Physical and Chemical Change
After the experiment they will need to determine if the demonstration was a physical or chemical change and support their answers.
Once they have written down their responses and completed the Observation/Investigation Sheet, the class will share and discuss each outcome.
Experiment: Do You Know What is in Your Cereal?(Teacher & Students)
. Groups of 4 students each Next, tell the students that they are going to be conducting an
experiment and observing a demonstration that involves separating a mixture.
Students will need to make a prediction about how the separation will be conducted and what the outcome will be. (This discussion will be held prior to teacher demonstration or their experiment.)
Explain that the teacher will demonstrate the experiment first. Tell students they will document on the Investigator’s Log That they will development a hypothesis, make observations That during their own experiment, the students will need to
record all observations including what they see, hear, smell, etc.
They will make observations, and collect data from their observations.
They will draw conclusions including accepting or rejecting their hypothesis
Finally they will document their conclusions on the Investigator’s Log
After the experiment they will need to determine if this activity allow the opportunity to acquire addition knowledge of mixtures and substances.
Once they have written down their responses and completed the Investigator’s Log; the class will share and discuss each outcome and give examples of methods of physically separating mixtures. Answers may include: distillation, magnets, and sifting, heating liquids with different boiling points
Guided Learning of Science Ideas includes the following:
Graphic Organizer for Lesson(s) Concepts. (Informal, On-going, Self-Assessment, Summative/Formal AssessmentPass out organizer. Explain what a Graphic Organizer is and give directions to complete first column. Discuss that the Organizer is used to first determine what they have learned both individually and in a group and after completion may be used as a study/re-teaching tool. Allow time to complete first column. Teacher will go around the room and assist where needed. After completed, answers will be discussed in class by teacher and students. Ask students to turn in Graphic Organizer (to be used in other lessons).
PowerPoint Presentation with Handouts Help students focus on supporting facts and details that includes:
Mixtures are combinations of two or more substances that don’t combine chemically When a s substance is made by combining two other substances that contain new compounds are NOT a MIXTURE. Can
anyone tell me why it is not a mixture? Answer: New compounds aren’t formed in a mixture because the substances don’t combine chemically.
Vocabulary – via slideshow presentation with students reading (Exceptional Student(s) to lead)
From a constructivist perspective Problem-based learning (PBL), the role of the instructor is to guide the learning process rather than provide knowledge (Hmelo-Silver & Barrows, 2006). From this perspective, feedback and reflection on the learning process and group dynamics are essential components of PBL. Students are considered to be active agents who engage in social knowledge construction (http://en.wikipedia.org/wiki/Problem-based_learning).
Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. -- National Science Education Standards
3.5d State how you will support classroom collaboration through oral and written discourse.
Descriptive paragraphs related to each lesson
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
Socratic dialogue (http://home.comcast.net/~whiteboardsusa/whiteboardsusa/socratic_dialogs.htm)It should be noted that the Socratic method per se is discussion process whereby a facilitator promotes independent, reflective, and critical thinking. The conversation that results from using the Socratic method is known as Socratic dialogue. The general goals of a Socratic dialogue are to hold students accountable for learning, make students’ conceptual understanding and thinking processes clear to the teacher and other students, help all students understand how knowledge is constructed from experience, and build autonomy and self-confidence in students’ own thinking in relation to a particular question that is undertaken in common. The teacher never badgers a student, or criticizes answers. He or she merely asks students to explain their reasoning which, if flawed, can be quickly corrected by questions seeking clarification.
Teachers should make clear to students that they might ask questions even if they know the answer; that they might ask “why?” two or three times in a row, and that they might ask student peers to explain and justify their conclusions on the basis of evidence. It is never wrong to seek clarification or to ask questions that deal with extensions of the problem. Teachers must point out that questioning an idea does not mean that it is wrong. Students need to understand that their role is to speak up, confronting apparent fallacies and ask questions when they don’t understand. They must see the educational process as the construction of knowledge in which ideas are based on evidence, clearly stated, and clearly evaluated. They need to know that no question is “stupid”, and that the only poor question is the question that is not asked. Students must assume responsibility for constructing meaning from facts that they have gathered as part of the learning process.
Scaffolding (http://www.teach-nology.com/currenttrends/constructivism/bruner/)Bruner is poignant about language and how this affects cognition within this theory of learning development. It is pertinent to any success of a child to identify the differences between adult language and the language used by children. With the child being younger, they need time to advance not only their conceptual learning but their language as well. Thus, teachers and parents alike are encouraged to envelop the "scaffolding" method of communication which is a strategy aimed to simplifying tasks within learning by making smaller steps, all leading to the final outcome. This aids in maintaining any frustration while keeping in mind what is important throughout the learning process.
3.1d3.3b
List activities you will have the students perform to allow them to practice new skills and relate skills to prior learning and/or real-world issues.
Watch science video related to real-world issues in regards to Matter and other objectives of the unit.Develop a graphic organizer for students to complete in the groups to practice the new skills and prior learning with real-world science.The two experiences designed for the unit will also enhance this standard.
3.3a List questioning strategies you will use to (1) check for student understanding, (2) evaluate students’ ability to problem solve and critically think about the lesson content (e.g., Bloom’s taxonomy), and (3) determine if all students can summarize what they learned.
Teacher will ensure enough time is given to allow students to think about an answer prior to requesting an answer.Students will be asked to write down their answer prior to answering aloud and different students will be questioned.Questions will be phrased differently for specific students thereby giving special needs students an opportunity to answer. I wonder questioning strategy will be used to encourage students to think before they answer.
Post-Lesson Implementation Reflection - PBLACEI
Standard4.0a,b State how you assessed student learning and whether or not student learning occurred.
4.0b State how assessment data results either (1) indicate a need for re-teaching or needed lesson adaptations to improve student learning, or (2) indicate a need to provide challenge opportunities to extend student learning.
5.1e Describe an area of professional growth for you to target to improve student learning and/or student engagement.
5.2c Describe how you could use results from this experience to collaborate with colleagues to support student learning and well-being.
Notes - PBLKey Points I take from this Module - PBL
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
What are a few phrases that I identify with the learning theory of this module?
Engagement, exploration, explanation, connection, and evaluation (either from teacher or student)
Active participation, learn by doing, additive + builds on previous knowledge, not one-shot’, not “one-size-fits-all”
What would be an example of when I would use this instructional method in the classroom?
Science Classes: Teachers should give science students the opportunity to experience and learn scientific concepts through an inquiry model, such as problem-based learning. It improves understanding and motivation by allowing students to investigate problem scenarios that interest them most. Effectiveness of Problem Based Learning Instruction in Science | eHow.com http://www.ehow.com/about_6735249_effectiveness-based-learning-instruction-science.html#ixzz1Bbh0XAOm
Problem-based learning allows students to become scientists, which makes problem-based learning particularly advantageous in the science classroom (ehow).
What are the 3-5 key points I need to remember when using this instructional method?Module 3>Theme 3Considerations of PBL instruction: (Ref: Dr. James)
new knowledge must be presented in such a way that is additive, presented in such a way that new knowledge is constructed in a logical pattern of development that reflects how the brain learns.
the student has to have the necessary prior knowledge before attempting to acquire new knowledge. lessons must be staged at the readiness level of the learner. Early-stage PBL lessons may be very simple, and include a
very singular and highly focused learning outcome. Later-stage PBL lessons may be very complex, and involve numerous learning outcomes and higher-order thinking skills.
lessons cannot be “one-shot” experiences, but must contain reinforcement and formative evaluation. Often, the culmination of PBL exercise is an activity to “cement” the new knowledge in the memory of the learner.
lessons must be constructed so as to accommodate the speed of acquisition of all learners. lessons require the active participation of the learner in acquiring new knowledge.
Constructivism The brain builds upon prior knowledge to create new knowledge and understanding. New knowledge is constructed on the old.Dewey: Theory of Experience - Continuity & InteractionBruner: Individuals readiness to learn1) Attitude towards learning 2) Simplifying the information 3) Pattern of teaching 4) Rewards and punishments.
Criteria for PBL (Arends, 2009)A good problem situation must meet at least five important criteria:1. Authentic – problem should be anchored in students’ real-world experiences rather than in the principles of particular academic
disciplines.2. Ill-defined – problem should be somewhat ill defined and pose a sense of mystery or puzzlement. Ill-defined problems resist
simple answers and required alternative solutions, each of which has strengths and weaknesses.3. Meaningful – problem should be meaningful to students and appropriate for their level of intellectual development.4. Broad – problem should be sufficiently broad to allow teachers to accomplish their instructional goals yet sufficiently confined to
make lessons feasible within time, space, and resource limitations.5. Benefit – problem should benefit from group effort, not be hindered by it.Continue PBL Notes
What are a few teacher and student behaviors that are essential for success when implementing this instructional
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JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
Teachers StudentsTeachers should specify how long projects will continue, always allowing sufficient time for the students to investigate their problems. Typically, a week or two provides enough time (e-how).
Students should complete problem-based learning projects in groups of five to seven students (e-how).
Teachers of elementary-age students should probably assign a problem, or let them choose from an approved list of problems (e-how).
Allowing students to work collaboratively improves teamwork strategies that will be needed in the workforce (e-how).
The Stanford PBL website asserts that during the PBL process the teacher stays on the sidelines to provide support and guidance, as needed. Problem-based learning does not replace other types of teaching, rather, it complements it (e-how).
The Center for Educational Technology explains that a key component to problem-based learning involves student presentations that should be presented to the teacher and to the class (e-how).
Teacher will assess the work as well (e-how). They will then assess their own work (e-how).
In the traditional classroom, the teacher decides what will be taught and how it will be taught 100 percent of the time. However, with problem-based learning, the students decide on further study and how to study it in order to solve a problem (e-how).
Younger students may be unable to generate their own. Teachers who work with older children may want to use problem-based learning as a way to finish a unit of study. In this case, teachers can encourage students to list possible problems to investigate, that relate to the unit of study (e-how).
Read more: Effectiveness of Problem Based Learning Instruction in Science | eHow.com http://www.ehow.com/about_6735249_effectiveness-based-learning-instruction-science.html#ixzz1BbhuopPk
Resources
Arends, Richard I. (2009). Learning To Teach (Eighth Edition, pp. 286-394). Boston: Mc Graw Hill Higher Education.
Smith, C. R. (2010). Module two: Problem (Project)-Based Learning (PBL) > Themes and Readings: John Dewey, Genetic Epistemology, Constructivist Theory, Problem-based Learning, Model of Effective Instruction, PBL Unit Study, Constructivist Theory and Brain Research. Retrieved December 15, 2010, from EDU 500: Education Theory Into Practice: http://courses.jonesinternational.eduEffectiveness of Problem Based Learning Instruction in Science | eHow.com. Retrieved December 15, 2010, from: http://www.ehow.com/about_6735249_effectiveness-based-learning-instruction-science.html#ixzz1BbjvpaKVMaslow’s Hierarchy of Needs Theory/Abraham Maslow – Economics (2010). Retrieved December 21, 2010 from: http://www.ict-learningnow.com/maslows-hierarchy-of-needs-theoryabraham-maslow-economics/
Grade and Course-Level Expectations and Resources: Information and Communications Technology Literacy & Science, and Show Me State Standards. Retrieved December 21, 2010, from Missouri Department of Elementary and Secondary Education: http://dese.mo.gov/divimprove/curriculum/GLE/
Readings from Module Two Learning to Teach (8th ed.). Chapters 11 John Dewey, the Modern Father of Experiential Education . Wilderdom. (Web) Genetic Epistemology (J. Piaget) . TIP. (Web) Constructivist Theory (J. Bruner) . TIP. (Web) Problem-based Learning . Study Guides and Strategies. (Web) Slavin, R. (1994). A Model of Effective Instruction. Success for All Foundation. (Web) A PBL Unit of Study . IAE-PEDIA. (Web) Gibson, S., & McKay, R. (2009). What Constructivist Theory and Brain Research May Offer Social Studies.
Quasar. (Web)
JIU School of Education Mission
JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.
