Instruction

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  • Don’t forget – prereading! What do YOU think this story is about?
  • People are not blank slates!Knowledge in context and organizedmetacognition
  • People are not blank slates!Knowledge in context and organizedmetacognition
  • Content is understood in the context that it is learned.genuine learning can only occur within a context that is meaningful and relevant to the learner. —Paulo Freire, Pedagogy of the Oppressed
  • Instruction

    1. 1. /unit planning/<br />Overview<br />Work Time<br />Environmental Ed Workshop Prep<br />Work Time<br /><ul><li>Next Week
    2. 2. Get approval of unit plan
    3. 3. Don’t forget about blogging project
    4. 4. Prep for EE Workshop
    5. 5. In Class: (1) Archaeology Citizen Scientist Project (2) Lesson Planning </li></li></ul><li>Opening Question<br />If it would help a student for you to break a school rule or procedure, would you?<br />
    6. 6. Fish is Fish<br /> by Leo Lionni<br />Donavan & Bransford (2005) How students learn history, mathematics and science in the classroom, National Academies Press, Washington D.C.<br />
    7. 7. Fish is Fish, by Leo Lionni<br />
    8. 8. Donavan & Bransford (2005) How students learn history, mathematics and science in the classroom, National Academies Press, Washington D.C.<br />Principles of Learning<br />Preconceptions<br />Context & Organization<br />Metacognition<br />Fish is Fish, by Leo Lionni<br />
    9. 9. Knowledge, we suggest, similarly indexes the situation in which it arises and is used. The embedding circumstances efficiently provide essential parts of its structure and meaning. So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts, some of which are in the mind and some in the world much as the final picture on a jigsaw is spread across its component pieces.<br />Brown, Collings, and Duguid. (1989) <br />
    10. 10. Knowledge, we suggest, similarly indexes the situation in which it arises and is used. The embedding circumstances efficiently provide essential parts of its structure and meaning. So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts, some of which are in the mind and some in the world much as the final picture on a jigsaw is spread across its component pieces.<br />X<br />N<br />CONTE T<br />CONTE T<br />Brown, Collings, and Duguid. (1989) <br />
    11. 11. Unit PlanningBackwards by Design<br />Content<br />Assessment<br />Instruction<br />Resources<br />
    12. 12. Unit PlanningBackwards by Design<br />Content<br />Big Ideas<br />Relevancy<br />Students’ prior knowledge (ideal)<br />Learning goals (few but important)<br />Vocabulary (few but important)<br />
    13. 13. Unit PlanningBackwards by Design<br />Assessment<br />What will success look like? (Rubric)<br />Formative Assessment (Along the way / monitoring)<br />Summative Assessment (at the end)<br />Keep examples of student work (representative sample, ~6 students at differing abilities)!<br />
    14. 14. Unit PlanningBackwards by Design<br />Instruction<br />Activity Before Content (concrete experience)<br />Activate Prior Knowledge!<br />Science Inquiry (minimum = evidence-based explanations)<br /> Literacy Connection (reading / writing)<br />Differentiation / scaffolding (student choice / meeting individual needs)<br />Lesson hooks (engaging them at the beginning of each lesson)<br />Management of materials & transitions (in, out, between)<br />
    15. 15. Unit PlanningBackwards by Design<br />Resources<br />What does your placement have?<br />What do you need to bring?<br />Who is responsible?<br />

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