Student- centered learningslideshow
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Module 4 Application-CI5313
This curriculum unit was designed for a first grade math class to increase engagement and understanding, especially for African American students scoring below average on state assessments. The unit uses tangrams, iPads, shapes, and writing to have students apply and analyze shapes. It addresses math and writing standards and incorporates various levels of Bloom's taxonomy. Assessment consists of students creating and explaining an original shape picture. The unit employs research-based cooperative learning groups, peer tutoring, and real-world activities to actively engage students.
A4
The document examines how teachers can present information to students through non-lecture methods by discussing several options like games, debates, group projects, and technology. It also addresses aligning teaching methods with learning goals and using developmentally appropriate instructional materials and resources to enhance lessons. Finally, the document suggests teachers can find new ways to present information by exploring options online or through other educators.
Classroom display
The document provides tips and guidelines for creating effective classroom displays. It discusses the purposes of displays, including to enrich lessons, provide extra information for students, and showcase student work. It also offers advice on display surfaces, layout, organization, and design elements like color schemes, captions, and maintaining displays. The overall message is that classroom displays should be well-planned, organized, engaging, and celebrate student effort and learning.
A4
The document provides guidance for teachers on selecting developmentally appropriate teaching methods, learning activities, and instructional materials aligned with lesson goals. It suggests several non-lecture ways to present information, such as games, group projects, demonstrations, and technology. Teachers are advised to consider students' developmental levels when choosing methods, select materials that engage learners and address multiple intelligences, and use technology that reinforces lesson objectives. The document stresses the importance of selecting resources based on students, content, time, and available materials.
Book & Electronic Files of Principles of Teaching
This document discusses books and electronic materials as instructional resources. It outlines advantages and disadvantages of using books, such as their ability to provide permanent and reusable information versus potential limitations in accessibility. The document also notes the increasing availability of electronic materials like CDs, DVDs, and online content, but argues these do not replace textbooks. It provides sample discussion questions about classifying different instructional materials based on sensory learning modes and determining appropriate resources for different learning styles.
Project based-learning by Liliana Nederita
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
MAKABAYAN: Selection and Preparation of Instructional Materials
1. The document discusses the selection and preparation of various types of instructional materials including audiovisual materials, non-projected visuals like charts and maps, projected visuals like slides and films, audio media, multimedia resources, simulations, books, and duplicated materials.
2. Key factors in selecting instructional materials include matching the materials to learning objectives, ensuring the instructor is familiar with the content, choosing materials appropriate for the teaching format and student abilities, and selecting based on contributions to learning rather than just availability or ease of use.
3. A variety of media should be used as no single medium is best for all purposes. Locally produced materials by instructors can significantly enhance learning.
Assignments That Matter Final 214
The document describes a lesson plan involving Flat Stanley where students create a cardboard friend and send it via email to other places around the world. The hosting family would take photos and keep a journal of activities with the cardboard friend before sending it back. This allows students to learn about other cultures. The lesson incorporates skills like collaboration, hands-on learning, and using technology. Standards around student creativity and understanding are addressed. Considerations for modifying the lesson for students with disabilities are also mentioned.
Recommended
Module 4 Application-CI5313
This curriculum unit was designed for a first grade math class to increase engagement and understanding, especially for African American students scoring below average on state assessments. The unit uses tangrams, iPads, shapes, and writing to have students apply and analyze shapes. It addresses math and writing standards and incorporates various levels of Bloom's taxonomy. Assessment consists of students creating and explaining an original shape picture. The unit employs research-based cooperative learning groups, peer tutoring, and real-world activities to actively engage students.
A4
The document examines how teachers can present information to students through non-lecture methods by discussing several options like games, debates, group projects, and technology. It also addresses aligning teaching methods with learning goals and using developmentally appropriate instructional materials and resources to enhance lessons. Finally, the document suggests teachers can find new ways to present information by exploring options online or through other educators.
Classroom display
The document provides tips and guidelines for creating effective classroom displays. It discusses the purposes of displays, including to enrich lessons, provide extra information for students, and showcase student work. It also offers advice on display surfaces, layout, organization, and design elements like color schemes, captions, and maintaining displays. The overall message is that classroom displays should be well-planned, organized, engaging, and celebrate student effort and learning.
A4
The document provides guidance for teachers on selecting developmentally appropriate teaching methods, learning activities, and instructional materials aligned with lesson goals. It suggests several non-lecture ways to present information, such as games, group projects, demonstrations, and technology. Teachers are advised to consider students' developmental levels when choosing methods, select materials that engage learners and address multiple intelligences, and use technology that reinforces lesson objectives. The document stresses the importance of selecting resources based on students, content, time, and available materials.
Book & Electronic Files of Principles of Teaching
This document discusses books and electronic materials as instructional resources. It outlines advantages and disadvantages of using books, such as their ability to provide permanent and reusable information versus potential limitations in accessibility. The document also notes the increasing availability of electronic materials like CDs, DVDs, and online content, but argues these do not replace textbooks. It provides sample discussion questions about classifying different instructional materials based on sensory learning modes and determining appropriate resources for different learning styles.
Project based-learning by Liliana Nederita
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
MAKABAYAN: Selection and Preparation of Instructional Materials
1. The document discusses the selection and preparation of various types of instructional materials including audiovisual materials, non-projected visuals like charts and maps, projected visuals like slides and films, audio media, multimedia resources, simulations, books, and duplicated materials.
2. Key factors in selecting instructional materials include matching the materials to learning objectives, ensuring the instructor is familiar with the content, choosing materials appropriate for the teaching format and student abilities, and selecting based on contributions to learning rather than just availability or ease of use.
3. A variety of media should be used as no single medium is best for all purposes. Locally produced materials by instructors can significantly enhance learning.
Assignments That Matter Final 214
The document describes a lesson plan involving Flat Stanley where students create a cardboard friend and send it via email to other places around the world. The hosting family would take photos and keep a journal of activities with the cardboard friend before sending it back. This allows students to learn about other cultures. The lesson incorporates skills like collaboration, hands-on learning, and using technology. Standards around student creativity and understanding are addressed. Considerations for modifying the lesson for students with disabilities are also mentioned.
Learning made visible
This document discusses ways to make learning visible to parents through classroom displays, documentation, and digital tools. It recommends using bulletin boards, journals, documentation panels, displays, portfolios, and a classroom homepage to showcase students' work, the curriculum, and daily activities. The goal is to help parents understand what their children are learning by inviting them into the classroom experience.
The Bulletin Board
The document discusses the use of bulletin boards in classrooms. It defines bulletin boards as a medium for displaying materials. It describes different types of bulletin boards, such as sharing, decorative, conceptual and interactive boards. Principles of effective boards include being interactive and allowing student ownership. Advantages are that boards build interest and motivate students, while disadvantages include potential distraction and clutter. The document provides ideas for board content and materials to create useful and engaging instructional tools.
Benjie group7 future teacher
The document discusses the roles and qualities of effective teachers. It lists the names of future teachers and outlines key traits of great teachers such as strong communication skills, deep subject matter knowledge, and the ability to build caring relationships with students. It also describes techniques like flipped classrooms and gamification. The roles of teachers are explained as preparing lessons, grading papers, and helping students learn concepts. Qualities of good teachers include patience, a gentle voice, and being a good student themselves. The document emphasizes that teachers play an important role in students' lives and success.
TYPES OF INSTRUCTIONAL MATERIALS
The document discusses different types of educational resources including student created content, expert blogs, open educational resources, software, and topical training. Student created content allows students to become content producers by creating works like blogs, essays, and e-portfolios. Expert blogs promote open dialogue while open educational resources make course materials freely available. Software engages students with multimedia and interactivity. Topical training provides online and classroom seminars on various topics.
Why use instructional media
This document discusses instructional media for language teaching. It defines instructional media as materials and physical means an instructor can use to facilitate learning objectives. The document outlines different types of media including audio, visual, and audiovisual. It describes functions of instructional media such as attracting attention and promoting acceptance of ideas. The document provides guidance on when and how to use instructional media, such as in lectures to stimulate interest or for active learning. It also discusses how to develop media by selecting, analyzing, deciding to adapt, adopt, or create materials and considering practicality, student appropriateness, and instructional appropriateness.
Math Free-Time
This document provides guidance for implementing "Math Free-Time" in the classroom. It recommends dedicating 20-40 minutes at least once per month for students to engage in math-related problem solving, games, coding, reading/writing, and other activities of their choosing. Students should set specific goals for their free time and have multiple work periods to complete goals. When goals are achieved, students write them on a goals wall to celebrate accomplishments. The presenter schedules Math Free-Time every other week or in a rotation with other problem-solving tasks to provide choice and enrichment in math learning.
HANDOUT Differentiated Instruction
This document discusses strategies for differentiated instruction in the foreign language classroom. It provides examples of differentiating content, activities, and student products. Content can be differentiated through audio recordings, multiple texts, and supplemental materials. Activities can be differentiated by allowing student choice, using tiered activities, and mixed readiness groups. Student products can be differentiated by allowing tiered products and student choice in demonstrating learning. The document also discusses addressing diverse learner needs, providing both low and high preparation differentiation strategies, and using tools like cubing and tic-tac-toe choice boards to further differentiate instruction and student work.
Selection and Preparation Of IM
1. The document discusses the selection and preparation of instructional materials for biology lessons. It defines instructional materials as devices that assist instructors in teaching and lists examples such as textbooks, software, and supplies.
2. General criteria for selecting instructional materials include supporting lesson objectives, appealing to students, and maintaining interest while encouraging participation. Materials should provide appropriate stimuli and reinforcement.
3. The preparation of instructional materials depends on availability, feasibility, cost, number of students, and existing facilities. Examples of materials are chalkboards, posters, charts, models, and references are provided.
Learning
This document discusses learning and teaching. It defines learning as the progressive acquisition of knowledge, skills, and attitudes through experience. Learning involves adjusting to new situations and overcoming obstacles. Teaching is the process of imparting knowledge to students. For learning to be effective, it should be challenging, involve active participation, motivate students, and identify individual potentials. Feedback and a supportive environment also promote learning. Various teaching methods and aids can be used depending on objectives, subjects, resources, and other factors. Both teaching and learning are most successful as interactive processes.
Im's in college teaching
The document discusses the use of instructional materials in college teaching. It provides background information on college teaching and defines instructional materials as devices that assist instructors in teaching and learning. It discusses instructional material theory and guidelines for using instructional materials, including reasons to use them, when they are appropriate, and design considerations. It also describes the roles of instructional materials in different teaching methods like mass instruction, individualized learning, and group learning. Finally, it categorizes different types of instructional material presentations.
Guiding Principles in the Selection and Use of Instructional Materials
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
Selecting and Use of Instructional Materials
The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
Bulletin board
A bulletin board is an instructional tool that can supplement learning when used properly. It provides a surface for posting messages or information to reinforce instructional goals, communicate essential classroom information to students, and include and monitor student work and progress. An effective bulletin board should have a unified theme, avoid overcrowding, and be visually appealing through balanced use of color, images, and spacing. Teachers can use bulletin boards to display materials related to the current unit of study, classroom rules and schedules, student work, and seasonal decorations.
Lesson 6
The document discusses guidelines for selecting and using instructional materials. It recommends that materials accurately portray ideas, contribute meaningful content to achieve learning objectives, and be appropriate for learners. A teacher should prepare themselves, students, and materials, and follow up to ensure objectives are met. The acronym PPPF represents preparing yourself, preparing students, presenting materials, and following up. Overall, the key is for instructional materials to help teachers achieve learning objectives.
Classroom displays cfgs good practice guide
This document provides ideas for classroom displays organized into 21 sections. Each section describes a different type of display such as Bloom's Taxonomy, independent learning strategies, exemplar student work, and motivation. Specific examples of displays are given with photographs from different subject classrooms. The displays are meant to support student learning, engagement, independence, and assessment.
Factors to consider when designing materials slide share
The document outlines several key factors for teachers to consider when designing materials for students. Teachers should know their students by understanding their experiences, aspirations, learning needs, culture, language, and financial backgrounds. They also need to know the curriculum objectives and design materials that are appropriate for the students' level and fit within the context. Additional considerations include available resources and facilities, the teacher's own competence and preparation time, and ensuring compliance with copyright laws when extracting material from other sources.
Instrumentation in math
The document provides guidelines for selecting and evaluating instructional materials. It lists several criteria that should be considered:
1) Instructional materials should give an accurate representation of ideas and concepts, contribute meaningful content to learning objectives, and be appropriate for students' ages and experiences.
2) Materials must be in good physical condition and have a teacher's guide for effective use. They should help develop students' critical thinking skills.
3) The time, cost and effort required to use a material should be worth the educational benefit compared to alternative options. Proper preparation and follow up by the teacher is important for optimal use of instructional materials.
The bulletin board
The document discusses bulletin boards, their uses in English language classrooms, and how to create effective bulletin boards. It defines bulletin boards as tools that can share information, enhance learning, and feature student work. The document outlines different types of bulletin boards, characteristics of effective boards, and activities they can be used for, such as displaying student work, conveying information, and reviewing concepts. It also discusses advantages and disadvantages of boards for teachers and students, supplies needed, and tips for creating boards.
Stonerock thematic approach presentation
A thematic unit uses a central theme to integrate content areas like language arts, science, social studies, and more across multiple lessons. It maximizes student interest by connecting learning to one theme, activating prior knowledge, and using varied strategies. Thematic units provide context-based learning and scaffolding to support English learners' language development. An example thematic unit on bees incorporates science lessons on bee characteristics, music exploring how flight is portrayed, and art depicting the life cycle through a poster. It concludes by revisiting prior knowledge through a KWL chart.
Choosing instructional media (EDUCATIONAL TECHNOLOGY)
Here is a potential acronym using my own words for instructional media:
M otivating
E ducational
D ynamic
I nteractive
A ppropriate
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This document discusses using technology and differentiation strategies to achieve educational equity. It outlines how technology can help differentiate content, process, and products for assessment. Assistive technologies can help students with disabilities. Culturally responsive teaching views student backgrounds as assets. Learner-centered strategies include meeting social needs through collaboration, cognitive needs through various thinking skills, and metacognitive needs through reflection. Overall the document provides guidance for teachers on using technology and differentiation to create an equitable learning environment.
Meet the Bears
The unit plan analyzes a "Meet the Bears" unit for grades K-2. It focuses on comparing bears and humans. Students research bear characteristics, needs, and sizes. They create graphs and a brochure comparing bears and humans. Assessment includes questions, observations, and a rubric-scored brochure. The unit incorporates hands-on learning, technology, and collaboration between students and 5th graders.
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Learning made visible
This document discusses ways to make learning visible to parents through classroom displays, documentation, and digital tools. It recommends using bulletin boards, journals, documentation panels, displays, portfolios, and a classroom homepage to showcase students' work, the curriculum, and daily activities. The goal is to help parents understand what their children are learning by inviting them into the classroom experience.
The Bulletin Board
The document discusses the use of bulletin boards in classrooms. It defines bulletin boards as a medium for displaying materials. It describes different types of bulletin boards, such as sharing, decorative, conceptual and interactive boards. Principles of effective boards include being interactive and allowing student ownership. Advantages are that boards build interest and motivate students, while disadvantages include potential distraction and clutter. The document provides ideas for board content and materials to create useful and engaging instructional tools.
Benjie group7 future teacher
The document discusses the roles and qualities of effective teachers. It lists the names of future teachers and outlines key traits of great teachers such as strong communication skills, deep subject matter knowledge, and the ability to build caring relationships with students. It also describes techniques like flipped classrooms and gamification. The roles of teachers are explained as preparing lessons, grading papers, and helping students learn concepts. Qualities of good teachers include patience, a gentle voice, and being a good student themselves. The document emphasizes that teachers play an important role in students' lives and success.
TYPES OF INSTRUCTIONAL MATERIALS
The document discusses different types of educational resources including student created content, expert blogs, open educational resources, software, and topical training. Student created content allows students to become content producers by creating works like blogs, essays, and e-portfolios. Expert blogs promote open dialogue while open educational resources make course materials freely available. Software engages students with multimedia and interactivity. Topical training provides online and classroom seminars on various topics.
Why use instructional media
This document discusses instructional media for language teaching. It defines instructional media as materials and physical means an instructor can use to facilitate learning objectives. The document outlines different types of media including audio, visual, and audiovisual. It describes functions of instructional media such as attracting attention and promoting acceptance of ideas. The document provides guidance on when and how to use instructional media, such as in lectures to stimulate interest or for active learning. It also discusses how to develop media by selecting, analyzing, deciding to adapt, adopt, or create materials and considering practicality, student appropriateness, and instructional appropriateness.
Math Free-Time
This document provides guidance for implementing "Math Free-Time" in the classroom. It recommends dedicating 20-40 minutes at least once per month for students to engage in math-related problem solving, games, coding, reading/writing, and other activities of their choosing. Students should set specific goals for their free time and have multiple work periods to complete goals. When goals are achieved, students write them on a goals wall to celebrate accomplishments. The presenter schedules Math Free-Time every other week or in a rotation with other problem-solving tasks to provide choice and enrichment in math learning.
HANDOUT Differentiated Instruction
This document discusses strategies for differentiated instruction in the foreign language classroom. It provides examples of differentiating content, activities, and student products. Content can be differentiated through audio recordings, multiple texts, and supplemental materials. Activities can be differentiated by allowing student choice, using tiered activities, and mixed readiness groups. Student products can be differentiated by allowing tiered products and student choice in demonstrating learning. The document also discusses addressing diverse learner needs, providing both low and high preparation differentiation strategies, and using tools like cubing and tic-tac-toe choice boards to further differentiate instruction and student work.
Selection and Preparation Of IM
1. The document discusses the selection and preparation of instructional materials for biology lessons. It defines instructional materials as devices that assist instructors in teaching and lists examples such as textbooks, software, and supplies.
2. General criteria for selecting instructional materials include supporting lesson objectives, appealing to students, and maintaining interest while encouraging participation. Materials should provide appropriate stimuli and reinforcement.
3. The preparation of instructional materials depends on availability, feasibility, cost, number of students, and existing facilities. Examples of materials are chalkboards, posters, charts, models, and references are provided.
Learning
This document discusses learning and teaching. It defines learning as the progressive acquisition of knowledge, skills, and attitudes through experience. Learning involves adjusting to new situations and overcoming obstacles. Teaching is the process of imparting knowledge to students. For learning to be effective, it should be challenging, involve active participation, motivate students, and identify individual potentials. Feedback and a supportive environment also promote learning. Various teaching methods and aids can be used depending on objectives, subjects, resources, and other factors. Both teaching and learning are most successful as interactive processes.
Im's in college teaching
The document discusses the use of instructional materials in college teaching. It provides background information on college teaching and defines instructional materials as devices that assist instructors in teaching and learning. It discusses instructional material theory and guidelines for using instructional materials, including reasons to use them, when they are appropriate, and design considerations. It also describes the roles of instructional materials in different teaching methods like mass instruction, individualized learning, and group learning. Finally, it categorizes different types of instructional material presentations.
Guiding Principles in the Selection and Use of Instructional Materials
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
Selecting and Use of Instructional Materials
The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
Bulletin board
A bulletin board is an instructional tool that can supplement learning when used properly. It provides a surface for posting messages or information to reinforce instructional goals, communicate essential classroom information to students, and include and monitor student work and progress. An effective bulletin board should have a unified theme, avoid overcrowding, and be visually appealing through balanced use of color, images, and spacing. Teachers can use bulletin boards to display materials related to the current unit of study, classroom rules and schedules, student work, and seasonal decorations.
Lesson 6
The document discusses guidelines for selecting and using instructional materials. It recommends that materials accurately portray ideas, contribute meaningful content to achieve learning objectives, and be appropriate for learners. A teacher should prepare themselves, students, and materials, and follow up to ensure objectives are met. The acronym PPPF represents preparing yourself, preparing students, presenting materials, and following up. Overall, the key is for instructional materials to help teachers achieve learning objectives.
Classroom displays cfgs good practice guide
This document provides ideas for classroom displays organized into 21 sections. Each section describes a different type of display such as Bloom's Taxonomy, independent learning strategies, exemplar student work, and motivation. Specific examples of displays are given with photographs from different subject classrooms. The displays are meant to support student learning, engagement, independence, and assessment.
Factors to consider when designing materials slide share
The document outlines several key factors for teachers to consider when designing materials for students. Teachers should know their students by understanding their experiences, aspirations, learning needs, culture, language, and financial backgrounds. They also need to know the curriculum objectives and design materials that are appropriate for the students' level and fit within the context. Additional considerations include available resources and facilities, the teacher's own competence and preparation time, and ensuring compliance with copyright laws when extracting material from other sources.
Instrumentation in math
The document provides guidelines for selecting and evaluating instructional materials. It lists several criteria that should be considered:
1) Instructional materials should give an accurate representation of ideas and concepts, contribute meaningful content to learning objectives, and be appropriate for students' ages and experiences.
2) Materials must be in good physical condition and have a teacher's guide for effective use. They should help develop students' critical thinking skills.
3) The time, cost and effort required to use a material should be worth the educational benefit compared to alternative options. Proper preparation and follow up by the teacher is important for optimal use of instructional materials.
The bulletin board
The document discusses bulletin boards, their uses in English language classrooms, and how to create effective bulletin boards. It defines bulletin boards as tools that can share information, enhance learning, and feature student work. The document outlines different types of bulletin boards, characteristics of effective boards, and activities they can be used for, such as displaying student work, conveying information, and reviewing concepts. It also discusses advantages and disadvantages of boards for teachers and students, supplies needed, and tips for creating boards.
Stonerock thematic approach presentation
A thematic unit uses a central theme to integrate content areas like language arts, science, social studies, and more across multiple lessons. It maximizes student interest by connecting learning to one theme, activating prior knowledge, and using varied strategies. Thematic units provide context-based learning and scaffolding to support English learners' language development. An example thematic unit on bees incorporates science lessons on bee characteristics, music exploring how flight is portrayed, and art depicting the life cycle through a poster. It concludes by revisiting prior knowledge through a KWL chart.
Choosing instructional media (EDUCATIONAL TECHNOLOGY)
Here is a potential acronym using my own words for instructional media:
M otivating
E ducational
D ynamic
I nteractive
A ppropriate
What's hot (20)
Guiding Principles in the Selection and Use of Instructional Materials
Guiding Principles in the Selection and Use of Instructional Materials
Factors to consider when designing materials slide share
Factors to consider when designing materials slide share
Choosing instructional media (EDUCATIONAL TECHNOLOGY)
Choosing instructional media (EDUCATIONAL TECHNOLOGY)
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Educational Equity and Tech
This document discusses using technology and differentiation strategies to achieve educational equity. It outlines how technology can help differentiate content, process, and products for assessment. Assistive technologies can help students with disabilities. Culturally responsive teaching views student backgrounds as assets. Learner-centered strategies include meeting social needs through collaboration, cognitive needs through various thinking skills, and metacognitive needs through reflection. Overall the document provides guidance for teachers on using technology and differentiation to create an equitable learning environment.
Meet the Bears
The unit plan analyzes a "Meet the Bears" unit for grades K-2. It focuses on comparing bears and humans. Students research bear characteristics, needs, and sizes. They create graphs and a brochure comparing bears and humans. Assessment includes questions, observations, and a rubric-scored brochure. The unit incorporates hands-on learning, technology, and collaboration between students and 5th graders.
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This document discusses the Flat Stanley project, which involves students creating a cardboard cut-out of a person, sending it to other places, and learning about different cultures through photos and journal entries from host families. It addresses how the project meets educational standards through hands-on, cross-curricular learning and highlights the roles of teachers in guiding students as co-learners and the roles of students as engaged, critical thinkers. The document also outlines educational theories that support the project's design and assessments that evaluate student understanding.
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1. The Flat Stanley assignment allows students to learn about other cultures by sending a cardboard cutout of themselves to other places around the world. Students will receive photos and journals from the host families.
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1. The Flat Stanley assignment allows students to actively learn about other cultures by sending a cardboard cutout of themselves to locations around the world. Students correspond with host families through email and photos.
2. The assignment incorporates multiple subjects like social studies, language arts, and health. It facilitates collaboration between students, teachers, and community members.
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- 1. Teacher-Centered LearningversusStudent Centered Learning What are the differences?
- 2. Memorization of Facts Formulas Dates and Names Recall Teacher-Centered
- 3. Student-Centered Formulate problems Collect info and data Organize and manipulate data Formulate an answer eBook Collection
- 4. Spit back or Soak in! Recall is for: Game Shows Car/travel pastimes Family reunions Crossword puzzles Authentic learning helps the student to: State the problem Consider the options Research various sources of information Develop life-life habits of inquisitive research methods
- 5. Improved Achievement… …as a result of innovative teaching strategies!!
- 6. It should be dawning on you: Combine use of computer technology with an emphasis on problem solving and reflection….” Leads to
- 7. “Increased student achievement!!” Morrison, 2010
- 8. Teachers Are Facilitators! With technology, students are exposed to an open-ended learning environment Students solve the unknown with various approaches: Problem-based Inquiry-based Project-based
- 9. Works cited Integrating Computer Technology into the Classroom. Skills for the 21st Century, Fourth Edition. Morrison, Gary R., Lowther, Deborah L. 2010. Photo of dawn in Colorado courtesy of Thomas A. Clark
Editor's Notes
- The No Child Left Behind initiative has left behind authentic learning. Understanding the difference between these two approaches can help not only test scores, but help the student learn to become a life-long learner.
- How boring! How frustrating as a learner! Life has too many disconnected facts and information as it is! The learner, while maybe not realizing it, is craving substance!
- By providing the student with technology in the class room, the student can open doors leading to more and more. The quest has begun, the teacher has stated the focus of inquiry and the desired result, it has been shown, will stick with the learner and foster other avenues of investigation and the resulting interaction and cooperation with others.
- Otherwise, learning is just passing the “squares” of grade levels simply by rote learning. We want to teach the students to become learners for the rest of their lives!
- No Child Left Behind? No learner left with no memory of last year’s experiences!!!! Bonus: grade scores come up with an integrated approach using technology in the classroom!
- (Read text aloud)
- (Go over rubric)
- Gone are the days of keys found in the back of the book: every odd answer is given. Students memorize, infer as much as they can to solve the even problems, bells rings, they’re out the door! The approach of Student-centered learning supports the newly established “habit”, it is hoped, that learning will continue the rest of their lives.