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Establishing a new community
 

Establishing a new community

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  • The students will be divided by the teacher into four groups of five. Identify important local community structures such as school, churches, stores, parks, or the courthouse. Identify citizens with key responsibilities such police officers, teachers, firefighters, or judges. Observations when driving around in the community with their families or when visiting some of these places. Determine community needs such as leaders, an education system, law enforcement, and a business market. They should also list schools, stores, government buildings or recreational parks.
  • Social Learning occurs… students are out there visiting places in the community with their parents they may even go to a local convenience store and make a transaction they learned from class presentations and videosVicarious Reinforcement occurs when… students observe parents purchasing groceries (the model) at the store, they are able to make a purchase as well the observational learning model is present because students are able pay attention when observing, retain information, and reproduce actions
  • The mechanics for this activity includes selecting a leader from each group. The students will select a member from their group to be representative. In their ballots, students will list a few reasons why they feel that their chosen candidate is the best option. Anoverall election will determine responsibilities assign for each selected community leader. In this pretend setting, the titles for these student leaders are City Mayor, Director of Education, Leader of Law Enforcement, and Director of Business. Lastly, students will have an election for each of the positions mentioned with the four selected group leaders.
  • Students are industrious because they made observations of their local community. They understand that they can get food at a store or that schools are a place for learning. Also, students are learning about Reading comprehensions strategies and understand structure such as school schedules.If the students are successful at meeting activity objectives when working like a team, this means that they have a good sense of connectedness and independence because they participate, share, and understand the importance of team effort (industrious). The collaboration brings out students’ skills and need to reach out to other students. They show their independence and need for connectedness by having the confidence to make relationships with other students while collaboratingto meet lesson goals.
  • I considered that Vygotsky’s cognitive tools are present throughout the whole lesson. Students are using language to communicate, writing their ideas, and are using symbolic play because they apply their experiences to a pretending community. They are able to do all this because they internalize information from observations and personal experiences.Metaconitions in this activity is done in an individual basis. For example, in order to determine a rule for the community, the little girl there is thinking about if someone steals, then they should go to jail. She then thinks that they will need police and a jail. She evaluates her decision by thinking about the police officer’s presentation when he talks about his duties or maybe even from the videos. So, she thinks about what she wants and evaluates her thoughts of by applying background knowledge.
  • How does your species learn from this experience? The main reasons why my students learn from this experience rely on the design of a student center lesson. A variety of multiple learning skills is used along with various informational resources. Students have an opportunity to observe and react to what they experience, whether it is from a video, guest speaker or a teacher lesson. As described, multiple developmental theories are apparent through the whole lesson and function as a resource to address the learning instructional goals. How does this experience improve the conduct, or behavior, of one homo sapiens to another by participating in these activities? This lesson improves the conduct among students in many ways. It presents an opportunity to have a sense of connectedness and independence with a purpose in mind. Students build additional skills by interacting, communicating effectively, and working as a team to reach certain goals. These are skill of socialization that they will continue to use and improve on throughout their education and their lives. How are the goals and values of your society passed on by this experience?" This goals and values are passed on by maintaining the desire and ideals of improving our way of living. For example, innovations in technology have changed the way people communicate and live during different stages of human evolution. This is only possible by the continued development of knowledge. In other words, goals and values are passed on with education. In reference to my students experience in learning from this activity, society plays a close role in facilitating students’ learning goals. They are the apprentice and society is the instructor during the whole lesson. They also have the opportunity to apply their knowledge to achieve the lesson goals. In sum, I go back to Bandura’s observational learning model as a means of passing on values from society. People must have the ability to pay attention, retain information, reproduce behavior and be motivated to learn.

Establishing a new community Establishing a new community Presentation Transcript

  • Deconstructing a Learning Activity Establishing a New Community by Luis E. Troncoso
  • My Audience• 3RD Grade Students• Class includes ten girls and ten boys• Their intellectual abilities are tested in various methods
  • Instructional Goal Expand Students’ Understanding of Communities by…Meeting Activity Objectives Enhancing Social Skills Participate Responsible1. Identify Community Needs2. Select community Share Ideas leaders3. Establish community rules Confidence Communicate
  • Build Background Knowledge• Teacher lesson on • “Community at Work” • Presentation by communities Police officer • “What is a Community?”• Whole group • Presentation from discussions of our • “City, Suburb, and Rural our school principal local community Communities” • Presentation by a• Assign tasks store manager
  • Establishing Community Needs Activity 1 What do we need and why?stores schools city parks police mayor
  • Theoretical Basis Activity 1Albert Bandura’s Social LearningTheory and Vicarious Reinforcement• Students’ personal experience• Observation and Response• Observational Learning Model
  • Selecting Community Leaders Activity 2 TaskStudents vote to select a Group and whole classgroup leader leaders are elected
  • Theoretical Basis Activity 2 Erikson’s…• Industry vs. Inferiority• Sense of Independence• Sense of Connectedness
  • Selecting Community Rules Activity 3 Tasks Examples• Teacher guided discussion 1.Thieves will go to jail on Rules• Groups select Rules to follow 2. Bike riding rules• Each group creates a list• A final list of rules will be 3. Everyone must establish obey street signs
  • Theoretical Basis Activity 2Vygotsky’s Cognitive Tools If someone steals… they go to jail Flavell’s Metacognition
  • Human Development and Learning• How do my students learn from this experience? Students learn from society• How does this experience improve the conduct, or behavior, of one homo sapiens to another by participating in these activities? Students are socializing• How are the goals and values of your society passed on by this experience? Society’s commitment for continued Education
  • ReferencesCooper, Sunny. (2009). Theories of learning in educational psychology John Flavell: Metacognition. Retrieved from http://www.lifecircles-inc.com/Learningtheories/constructivism/flavell.htmlGajdamaschko, N. (2006). Theoretical concerns: Vygotsky on imagination development. Educational Perspectives, 39(2), Retrieved from http://www.eric.ed.gov/PDFS/EJ877685.pdfStonebarger, T., (Producer), Dunton, T., (Director). (2002) Theories of Human Development [Motion Picture] United States: Davidson Films, Inc.Watson, M. (Presenter). (2002) Social Sciences: Theories of Human Development [DVD] United States: Davidson Films, Inc.
  • CreditsSlide 1 Communityhttp://fortcarolinechristianchurch.com/page.aspx?id=108530Slide 2http://www.majesticoakschurch.com/ChildrensMinistry.htmlSlide 3 Team Workhttp://www.clipartof.com/details/clipart/15085.htmlSlide 4 Teacherhttp://school.discoveryeducation.com/clipart/clip/teacher-point.htmlSlide 4 Watching Videohttp://www.depauw.edu/news/index.asp?id=16716Slide 4 Police Officerhttp://www.fundraw.com/clipart/clip-art/898/Police-Officer/
  • CreditsSlide 5 Thinking Kidshttp://www.shutterstock.com/pic-28538353-thinking-kids-vector.htmlSlide 6 Child in storehttp://etc.usf.edu/clipart/galleries/math/storyproblems.phpSlide 7 Child on Podiumhttp://www.faithclipart.com/image/little-boy-at-the-podium.htmlSlide 8 Children Holding Handshttp://webclipart.about.com/library/Easter/blchild14.htmSlide 8 Studenthttp://www.clipproject.info/Clipart_Berufe_Seite_3.htmlSlide 9 Ruleshttp://picsdigger.com/image/5d45d6c1/
  • CreditsSlide 10 Thinking Girlhttp://www.wpclipart.com/people/faces/girl_thinking.pngSlide 10 Thief Cliparthttp://skodstrup.bloggar.is/gagnasafn/2007/11/Slide 10 Jailhttp://www.shutterstock.com/pic-27886738/stock-photo-set-of-designs-of-men-behind-prison-bars-vector-file-also-available.htmlSlide 10 Toolshttp://commons.wikimedia.org/wiki/File:Tools_clipart.png