Goals for Class #8Goals for Class #8

To learn about the interactive teaching To learn about the interactive teaching model called presentation.model called presentation.

To improve unit plans and storylinesTo improve unit plans and storylines

To learn about the ELED program To learn about the ELED program

(Dr. Owen)(Dr. Owen)

Using the marker, take turns adding Using the marker, take turns adding ideas for MITI student “Products.”ideas for MITI student “Products.”

Student Products

Writing and Media

Arts and Crafts

Performing

Design -Models

Games and Toys

Design lessons with activities that tap students’ strengths(multiple intelligences) and cause them to communication using different modes of communication.

Cooking

Brainstorm Student “Products”Brainstorm Student “Products”Student Products

Writing and Media

Arts and Crafts

Performing

Design -Models

Games and Toys

Write a Poem Make a Pop-Up Book

Clay sculpture

Perform a SkitSing a Song

Design a paper airplane

Make a crossword puzzle

Make a board game

Create a Comic Strip

Photo Album with Captions

Design lessons with activities that tap students’ strengths(multiple intelligences) and cause them to communication using different modes of communication.

Make diorama

Cooking

Make granola

Unit Planning ChallengesUnit Planning Challenges

Choose Content and Skills.Choose Content and Skills. Distinguishing between ideas and Distinguishing between ideas and

activitiesactivities What’s a smaller idea?What’s a smaller idea? What’s a larger idea?What’s a larger idea?

Align with Performance Standards. Align with Performance Standards. RI Grade Span ExpectationsRI Grade Span Expectations

Choosing Choosing KnowledgeKnowledge

Declarative Knowledge --- Declarative Knowledge --- Knowing Knowing WHATWHAT Factual Knowledge Factual Knowledge

smallersmaller ideas ideas observable facts, conceptsobservable facts, concepts

Conceptual KnowledgeConceptual Knowledge largerlarger ideas ideas interrelationship of smaller ideasinterrelationship of smaller ideas Rules, principles, generalizationsRules, principles, generalizations

Procedural KnowledgeProcedural Knowledge --- Knowing --- Knowing HOWHOW how to do somethinghow to do something academic - thinking skillsacademic - thinking skills skills required for independent livingskills required for independent living

Unit PlanningUnit Planning Choosing ContentChoosing Content

Big Ideas (Enduring Knowledge)

Small Ideas (Conceptual Knowledge)

Smaller Ideas (Factual Knowledge)

Choosing Choosing Procedural KnowledgeProcedural Knowledge

Sub skillsSub skills

(smaller ideas)(smaller ideas) Lay out squid and fan arms Lay out squid and fan arms and tentacles.and tentacles. Apply paint.Apply paint.

Gently remove paper.Gently remove paper.

Overall Skill Overall Skill

(larger idea)(larger idea)

How to make a squid printHow to make a squid print

Instructional ObjectivesInstructional Objectives Definition Definition

Statements that describe the Statements that describe the student student changeschanges that should that should result from result from instructioninstruction

A component of unit and lesson plansA component of unit and lesson plans Also known as Also known as Goals, Learning Goals, Learning

Objective , Learning OutcomesObjective , Learning Outcomes

Instructional ObjectivesInstructional Objectives Using Bloom’s TaxonomyUsing Bloom’s Taxonomy

Objective Objective (Declarative Knowledge) (Declarative Knowledge)The students will learn to [The students will learn to [verbverb for cognitive process] for cognitive process] [ [nounnoun for factual and conceptual knowledge] . . .for factual and conceptual knowledge] . . .Objective 1: Objective 1: Is able to Is able to rememberremember……Objective 2: Objective 2: Is able to Is able to classifyclassify……Objective 3: Objective 3: Is able to Is able to comparecompare……

ObjectiveObjective (Procedural Knowledge) (Procedural Knowledge)The students will be able to The students will be able to [[verbverb for cognitive process] for cognitive process] [[nounnoun for procedural knowledge] … for procedural knowledge] …

Example of Using Bloom’s Example of Using Bloom’s TaxonomyTaxonomy

ObjectiveObjective (Declarative Knowledge) (Declarative Knowledge)The student will understandThe student will understand that squids are living things that squids are living things with identifiable structures and characteristics that allow for with identifiable structures and characteristics that allow for survival. survival.

Sub Objective 1:Sub Objective 1: Is able to Is able to rememberremember several structures several structures of the squid that help the squid to survive.of the squid that help the squid to survive.

Sub Objective 2:Sub Objective 2: Is able to Is able to classifyclassify a squid as an animal, a squid as an animal, invertebrate, and cephalopodinvertebrate, and cephalopod..

Sub Objective 3:Sub Objective 3: Is able to Is able to comparecompare a squid with an a squid with an nautilus and cuttlefishnautilus and cuttlefish. .

Example of Using Example of Using Bloom’s TaxonomyBloom’s Taxonomy

ObjectiveObjective (Procedural Knowledge) (Procedural Knowledge)The student will be able toThe student will be able to applyapply a step- a step-by-step procedure and make a squid print. by-step procedure and make a squid print. Sub Objective 1: Sub Objective 1: Is able to make Is able to make a clean print with few a clean print with few

smudges and unmarked areassmudges and unmarked areas..

Sub Objective 2: Sub Objective 2: Is able to recognize Is able to recognize external external structuresstructures..

Sub Objective 3: Sub Objective 3: Is able to work Is able to work safely and cleanly.safely and cleanly.

Review: Review: Inquiry and PBLInquiry and PBL

1.1. What’s the What’s the purposepurpose of the model of teaching of the model of teaching called inquiry?called inquiry?

2.2. What do you need to plan What do you need to plan before you teachbefore you teach using this model?using this model?

3.3. What are the steps in the instructional What are the steps in the instructional sequence?sequence?

4.4. What are special features of inquiry model?What are special features of inquiry model?5.5. Is the inquiry model of teaching Is the inquiry model of teaching teacherteacher

centered or centered or studentstudent-centered? Explain the -centered? Explain the reasons.reasons.

PurposePurpose (Figure 7.1)(Figure 7.1)

ConsiderationsConsiderations

1.1. 1/6 to 1/4 of all classroom time is devoted to 1/6 to 1/4 of all classroom time is devoted to presentation.presentation.

2.2. Use of presentation increases with grade Use of presentation increases with grade levels-from elementary to high school.levels-from elementary to high school.

3.3. It’s a popular model among teachers. It’s a popular model among teachers.

TURN AND TALKTURN AND TALKYou’ve experienced 2300+ hours of lecture You’ve experienced 2300+ hours of lecture during 13 years of K-12 instruction. during 13 years of K-12 instruction. What makes a presentation (lecture) What makes a presentation (lecture) effective?effective?

PlanningPlanning

1.1. Prepare instructional objectives.Prepare instructional objectives.2.2. Choose content.Choose content.

• Conceptual MappingConceptual Mapping• Pre-assessing students’ prior knowledgePre-assessing students’ prior knowledge

3.3. Select advance organizer.Select advance organizer.4.4. Adapt presentation for differing student Adapt presentation for differing student

abilities.abilities.• Use photographs, diagrams, illustrations.Use photographs, diagrams, illustrations.• Use varying cues and examples.Use varying cues and examples.• Be concrete.Be concrete.

5.5. Plan for materials, time and space.Plan for materials, time and space.

Prepare Instructional ObjectivesPrepare Instructional Objectives

Learners will be able to understand that a squid is classified as cephalopod and related to an octopus, cuttlefish and nautilus.

Instructional SequenceInstructional Sequence

1.1. Review, clarify aims and establish Review, clarify aims and establish set.set.

2.2. Present advance organizer.Present advance organizer.

3.3. Present learning materials.Present learning materials.

4.4. Monitor and check for understanding Monitor and check for understanding and strengthen student thinking.and strengthen student thinking.

TimeTimeTEACHER ACTIONTEACHER ACTION TIMETIME

Review, clarify aims and Review, clarify aims and establish set.establish set.

2 min.2 min.

Present advance organizer.Present advance organizer. 3 min.3 min.

Present learning materials. Present learning materials. 20 min.20 min.

Monitor and check for Monitor and check for understanding and strengthen understanding and strengthen student thinking.student thinking.

10 min10 min

SpaceSpace

Arrange furniture and area for Arrange furniture and area for presentation.presentation.

Establish board space for posting Establish board space for posting visual aids.visual aids.

Group students in pairs for “Turn and Group students in pairs for “Turn and Talk.”Talk.”

Arrangement of FurnitureArrangement of Furniture (Figure 7.6)(Figure 7.6)

Traditional Row and Column

Helps focus students Helps focus students attention on teacher and attention on teacher and presentation areapresentation area

Supports individual Supports individual learninglearning

Arrangement of FurnitureArrangement of Furniture

Helps focus students attention on teacher and Helps focus students attention on teacher and presentation areapresentation area

Supports cooperative learning (Turn and Talk)Supports cooperative learning (Turn and Talk)

U-Shaped or Horseshoe - Paired Seating

Aspects of Clear Aspects of Clear PresentationsPresentations

(Figure 7.9)(Figure 7.9)

Be clear about Be clear about aims and points.aims and points.

Go through your Go through your presentation step presentation step by step.by step.

Be specific and Be specific and provide several provide several examples.examples.

Check for student Check for student understandingunderstanding

MaterialsMaterials

Visual AidsVisual Aids Handout for Note-TakingHandout for Note-Taking

Did you know the 90’s fad Did you know the 90’s fad included “Inky” Beanie Baby, included “Inky” Beanie Baby,

a a Cephalopod?Cephalopod?

Is Inky a squid or an octopus? How would you know?

Cephalopods

Types

Number and Sizes

Anatomy

Predators and Prey

Behaviors

Location

Cephalopods

For Note-Taking

AnatomyAnatomy A A cephalopodcephalopod is a is a

PodPod = foot= foot

CephaloCephalo = head = head

Anatomy

An animal. An invertebrate. A CEPHALOPOD!

Video of Squid

TypesTypes

SquidSquid OctopusOctopus CuttlefishCuttlefish NautilusNautilus

Types Anatomy

LocationLocation

In oceans around In oceans around the worldthe world

Deep in the ocean Deep in the ocean near the bottomnear the bottom

Coral reefsCoral reefs

Types Anatomy

Location

-What does the Greek word What does the Greek word cephalopodcephalopod mean? mean?

Check for understanding - 1

- List four types of cephalopods.- List four types of cephalopods.

Types Anatomy

LocationNumber and Sizes

Number and SizesNumber and Sizes

There are more than 800 There are more than 800 different kinds.different kinds.

SmallestSmallest: The pygmy : The pygmy squid is no larger than squid is no larger than your fingernail.your fingernail.

LargestLargest: The colossal giant : The colossal giant squid is larger than a city squid is larger than a city bus.bus.

BehaviorsBehaviors Excellent visionExcellent vision Color BlindColor Blind Defends itself by changing Defends itself by changing

colors and ink cloudcolors and ink cloud Moves with jet propulsionMoves with jet propulsion Grabs prey with arms and Grabs prey with arms and

tentaclestentacles An octopus regenerates an arm An octopus regenerates an arm

if it loses it.if it loses it.

Types Anatomy

LocationNumber and Sizes

Video of a Cuttlefish

Video of Squid

BehaviorsHoudini Octopus

What behaviors do What behaviors do cephalopods use to defend cephalopods use to defend themselves from predators themselves from predators

or to capture their prey?or to capture their prey?

Check for understanding - 2

Predators and PreyPredators and Prey

PredatorsPredatorssperm whales, sharks, sperm whales, sharks, barracuda, sealsbarracuda, seals

PreyPreyfish, crabs, lobsters, fish, crabs, lobsters, clams, oysters. larvae of clams, oysters. larvae of crabs and shrimpcrabs and shrimp

Types Anatomy

LocationNumber and Sizes

Behaviors

Predator and Prey

Video of Octopus and Shark

Feeding a Giant Octopus

Identify two predators and Identify two predators and two prey of cephalopods.two prey of cephalopods.

Check for understanding - 3

If you saw these animals while If you saw these animals while scuba diving, how would you scuba diving, how would you know they were cephalopods?know they were cephalopods?

Extend student thinking

“ “3-2-1”3-2-1”

33 things you learned today. things you learned today.

22 things you would like to things you would like to know know

more about cephalopods.more about cephalopods.

11 thing about thing about whatwhat or or howhow you’re learningyou’re learning

ClosureClosure

Teacher’s closing statements and Teacher’s closing statements and questions.questions.

Causes students to summarize the Causes students to summarize the new knowledge.new knowledge.

Purpose: Purpose: Focuses attention to the end of the lessonFocuses attention to the end of the lesson Organizes students’ learningOrganizes students’ learning Scaffolds - bridges knowledge learned during Scaffolds - bridges knowledge learned during

the lesson to prior knowledgethe lesson to prior knowledge Reinforces knowledge that was learnedReinforces knowledge that was learned

-What is a cephalopod?What is a cephalopod?

- - This is how my thinking has changed about This is how my thinking has changed about squid and other cephalopods.squid and other cephalopods.- What would you like to know more about?- What would you like to know more about?

Extend student thinking

What a Teacher Says:Today, you learned about a group of animals that are invertebrates and classified as cephalopods. Now, Turn and Talk. What is a cephalopod? How has your knowledge changed? What would you like to know more about?

Advance OrganizerAdvance Organizer((see Arends p. 269)see Arends p. 269)

Teacher’s introductory statements and Teacher’s introductory statements and questions.questions.

Different from establish set and reviewDifferent from establish set and review Purpose: Purpose:

focuses attention on topic at hand and informs focuses attention on topic at hand and informs students where the lesson is goingstudents where the lesson is going

Scaffolds: Bridges prior knowledge to knowledge Scaffolds: Bridges prior knowledge to knowledge to be learnedto be learned

Provides structure for knowledge to be learnedProvides structure for knowledge to be learned

Cephalopods

Types

Number and Sizes

Anatomy

Predators and Prey

Behaviors

Location

What a Teacher Would Say:

In a few minutes, I will present information about Cephalopods. Scientists classify squids as an animal and an invertebrate. Squids are a type of of invertebrate called a Cephalopods. You will learn about the topics in the above conceptual mapping. I want you to take notes as I speak.

Establish SetEstablish Set((see Arends p. 272)see Arends p. 272)

Teacher’s introductory statements to get students Teacher’s introductory statements to get students ready for and engage in learningready for and engage in learning

Different from other ways of introducing a lesson Different from other ways of introducing a lesson (review, advance organizers)(review, advance organizers)

Purpose: Purpose: Scaffolds: gets students to use prior knowledge and Scaffolds: gets students to use prior knowledge and

skills from long-term memoryskills from long-term memory Communicates a link to the knowledge to be presented.Communicates a link to the knowledge to be presented. Stimulates interests and involvementStimulates interests and involvement Teahcher uses cues such as questions or visual images.Teahcher uses cues such as questions or visual images.

The 90’s fad included “Inky” The 90’s fad included “Inky” Beanie Baby is a Beanie Baby is a Cephalopod.Cephalopod.

What a Teacher Would Say:During our two classes, we learned about the parts of a squid. Today you will learn that scientists classify a squid as a cephalopod. Did you recognize this Beanie Baby? Inky is a cephalopod. Is Inky a squid or an octopus? How would you know?