Unit Planning Methods of Teaching

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Unit PlanningMethods of Teaching
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Learning Objectives

• Outline and apply the steps of unit planning
• Identify and apply eight methods of teaching to
  an instructional unit
• Develop a set of activities into coherent lesson
  plans
• Understand the advantages of planning an
  instructional unit
• Develop an instructional unit

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Unit Planning

• Choosing a topic
• Deciding on unit timing
• Setting goals
• Outlining a sequence of activities

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Unit Planning

• Trying out the activities with actual materials
• Writing the lesson plans
• Planning for non-cognitive goals
• Providing for continuity elements

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Unit Planning

• Planning an ending
• Developing a means of evaluation

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National Science Teaching Standards--Instructional
Issues

• Understanding and responding to individual
  students strengths, experiences, and needs
• Adapting the curriculum
• Focusing on student understanding and use of
  processes
• Guiding students in active and extended
  scientific inquiry

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National Science Teaching Standards--Instructional
Issues

• Providing opportunities for scientific discussion
  and debate among students
• Continuously assessing student understanding
• Sharing responsibility for learning with students

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Methods of Teaching (1/2)

• Exposition
• Exposition with Interaction
• Discussion
• The Socratic Method

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Methods of Teaching (2/2)

• The Ordinary Demonstration
• Discovery Demonstration
• Guided Discovery
• Open Inquiry

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Developing Lessons Models

• Direct Instruction
• Teacher-Centered--less student autonomy
• Learning to use tools and equipment
• Learning to use basic processes
• Guided Discovery
• Greater student autonomy
• Cause students to think about their experience
• Assists students in constructing their own
  understanding of the activity

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Developing Lessons Models

• Performance Objective
• Materials
• Learning activities
• Motivation
• Presentation
• Guided Practice
• Independent Practice
• Closure
• Assessment

• Performance Objective
• Materials
• Learning activities
• Motivation
• Data Collection
• Data Processing
• Closure
• Assessment

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Learning Cycle (1/3)

• The learning cycle is an established planning
  method in science education and consistent with
  contemporary theories about how individuals
  learn.
• In the early 1960s, Robert Karplus and his
  colleagues proposed and used an instructional
  model based on the work of Piaget. This model
  would eventually be called the Learning Cycle.
  (Atkin Karplus, 1962).
• Numerous studies have shown that the learning
  cycle as a model of instruction is far superior
  to transmission models in which students are
  passive receivers of knowledge from their teacher
  (Bybee, 1997).
• As an instructional model, the learning cycle
  provides the active learning experiences
  recommended by the National Science Education
  Standards (National Research Council, 1996).

Retrieved from http//agpa.uakron.edu/k12/best_pra
ctices/learning_cycle.html
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Learning Cycle (2/3)

• Note components of 5-E learning cycle model
• Note that the lesson outline I provide applies
  this approach

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Learning Cycle (3/3)

• Engage
• In this stage you want to create interest and
  generate curiosity in the topic of study raise
  questions and elicit responses from students that
  will give you an idea of what they already know.
  This is also a good opportunity for you to
  identify misconceptions in students'
  understanding. During this stage students should
  be asking questions (Why did this happen? How can
  I find out?) Examples of engaging activities
  include the use of children's literature and
  discrepant events.
• Explore
• During the Explore stage students should be given
  opportunities to work together without direct
  instruction from the teacher. You should act as a
  facilitator helping students to frame questions
  by asking questions and observing. Using Piaget's
  theory, this is the time for disequilibrium.
  Students should be puzzled. This is the
  opportunity for students to test predictions and
  hypotheses and/or form new ones, try alternatives
  and discuss them with peers, record observations
  and ideas and suspend judgment.
• Explain
• During Explain, you should encourage students to
  explain concepts in their own words, ask for
  evidence and clarification of their explanation,
  listen critically to one another's explanation
  and those of the teacher. Students should use
  observations and recordings in their
  explanations. At this stage you should provide
  definitions and explanations using students'
  previous experiences as a basis for this
  discussion.
• Extend
• During Extend students should apply concepts and
  skills in new (but similar) situations and use
  formal labels and definitions. Remind students of
  alternative explanations and to consider existing
  data and evidence as they explore new situations.
  Explore strategies apply here as well because
  students should be using the previous information
  to ask questions, propose solutions, make
  decisions, experiment, and record observations.
• Evaluate
• Evaluation should take place throughout the
  learning experience. You should observe students'
  knowledge and/or skills, application of new
  concepts and a change in thinking. Students
  should assess their own learning. Ask open-ended
  questions and look for answers that use
  observation, evidence, and previously accepted
  explanations. Ask questions that would encourage
  future investigations.

Retrieved from http//www.coe.ilstu.edu/scienceed
/lorsbach/257lrcy.htm
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Enhancing Instruction

• Set and enforce behavior standards before lesson
  and enforce behavior standards consistently
• Where appropriate, provide direct information by
  telling, showing, or other means
• Speak carefully and brieflyplan your delivery
  carefully. Keep directions short and clear
• Plan materials distribution and clean up
  carefully
• Separate students from materials before
  discussion
• Minimize interruptions
• Deal with novelty

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Interdisciplinary Activities

• Rationale for integration
• Time pressure
• Fragmentation of the curriculum
• Pressure for the 3 Rs
• The explosion of knowledge

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Integration

• Does the lesson meet important objectives/goals
  in both disciplines?
• Can a better job be accomplished through
  integration?

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Integration

• Topic-oriented integration
• Concept-oriented integration
• Skills-content integration

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References

• Carin, A.A., Bass, J.E., Contant, T.L. (2005).
  Methods for teaching science as inquiry (Ninth
  edition). Upper Saddle River, NJ
  Pearson-Merrill-Prentice Hall
• Howe, A. C. and Jones, L. (1993). Engaging
  Children in Science. Upper Saddle River, NJ
  Merrill.
• Kellough, R.D. (1996). Integrating Mathematics
  and Science (K-3). Prentice-Hall
• Kellough, R.D. (1996). Integrating Mathematics
  and Science (4-6). Prentice-Hall
• King, K.P. (2007). Integrating the National
  Science Education Standards into Classroom
  Practice. Columbus, OH Pearson-Merrill-Prentice
  Hall
• National Research Council. (1996). National
  Science Education Standards. Washington, DC
  National Academy Press
• Tolley, K. (1993). The Art and Science
  Connection (K-3). Addison-Wesley
• Tolley, K. (1993). The Art and Science
  Connection (4-6). Addison-Wesley
• Wolfinger, D.M. (1984). Teaching Science in the
  Elementary School. Boston Little, Brown.