EDUC 4464 Class 6 JI Methods

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EDUC 4464 Class 6J/I Methods

• Bell Work
• As a group, discuss why it is important to create
  lessons which have the students involved in their
  own learning?

September 25, 2008
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Place Mat

• Number yourselves 1-10. Your group will be the
  people with the same number as you. Find your
  group of four and sit with them.

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Place Mat

• Place Mat is a cooperative tactic that has
  students working individually and in a group.
  After having read, students take the time to
  reflect, write, and share ideas related to a key
  issue. The paper is divided into pieces based on
  the number of people in the group. The group
  agrees on the centre and the individuals
  contribute in their space. Each space is then
  discussed as a group.

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General Activity Nipissing Lesson Planning
Formats
New concepts given by the teacher

• Direct Instruction
• Activity

• Teacher-directed
• Student activity at end is more passive (i.e.,
  a note, working from a text book, .) or practice

Sage on the Stage
Teachers role
Students role

• Most of the lesson has the students involved in
  an activity which, though introduced in the
  lesson, is more discovery-based (i.e., science
  experiments, working on a group research project
  ) learning mostly occurs during the activity

Learning mostly occurs from discovery
(experiment, group discussion)
Guide on the Side
Ask yourself This is what I want to do . Which
format fits best?
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Sometimes it is easy to figure out which LP to
use sometimes it is hard. Look at the
applications below. As future professional
teachers, discuss as a group if they belong in a
Direct Instruction or Activity Lesson plan
In the application, the students are to

• Copy the note from the blackboard
• Rotate around the biology labs following the
  directions on each centre card
• I have showed you the correct T-formation for a
  free throw. In your squads, practice the free
  throw.
• Look at the baseball cards on the table. As a
  group discuss the best stages your arm should go
  through as it throws. After you have isolated
  the stages, go and practice.
• Here are the stages of process writing. Write a
  story.
• Write a story based on the theme we discussed
  using the stages of process writing.

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Welcome to Grade 6 Science!

• Good day class. Lets begin by reviewing what we
  already know about electricity.
• Your Task
• Have one person from your group come up to get
  the materials
• Your task is to make the light bulb light
• Lift your hand up when your group does it

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Activity Planning Format For Lesson Plans
This part is the same as a GLP

1) from the curriculum documents .
6s52 Grade 6 Science and Technology
Energy and Control Overall
Expectations design and construct a variety of
electrical circuits and investigate ways in which
electrical energy is transformed into other forms
of energy
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Activity Planning Format For Lesson Plans
This part is the same as a DIPF

1) from the curriculum documents .
6s52 Grade 6 Science and Technology -
Electricity discover how to
construct a simple electrical circuit
2) Now make it specific to your lesson
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Flip down to find the Assessment section
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Remember Design-Down
How am I going to assess the students?
Using a clipboard and class list as a checklist,
observe students as they try to light the light
bulb using a simple electrical circuit Note an
X if the students requires extensive remediation,
a Pif the students are able to construct the
circuit and get the light bulb to light, an E for
a level 4 (figured it out quickly and could
explain what it happening using appropriate
scientific terms a S for satisfactory (light
bulb lit and could explain using some scientific
terms), (also note a B for behavioural issue.)
Class list is attached.
How could I make this stronger by self or peer
assessment?
Does it reflect the expectation?
6s52 Grade 6 Science and Technology -
Electricity discover how to
construct a simple electrical circuit
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What are the routines?
Include general routines that apply to this
subject and routines specific to this lesson
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Activity Lesson Plan What goes where?
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The content for the activity will the students be
doing
Remember Design-Down
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What is my role as the teacher?
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How will I introduce the lesson?
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How will I introduce the lesson?
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Activity Lesson Plan What goes where?
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Same as DIPF

• Movement of electrons covered last 2 classes
• Students have experience with static electricity
• Students need to know what a wire, battery, and
  light bulb are
• Students are aware of health and safety issues
  when working with electricity
• Monitor Jean Luc Picard and accommodate as
  necessary (see IEP in top of desk physical
  exceptionality specific strategy (if
  requested) manipulate objects for him under his
  oral direction)

What do the students need to know before they can
be successful in this lesson?
How must the environment be set-up?

• Classroom desks in groups (class list seating
  plan in teachers desk, rt-hand drawer)
• Have all equipment for experiment out on front
  desk for pick-up
• Have scientific method (first steps) done on
  transparency
• Teacher is to circulate throughout class during
  activity

Whats missing?
What resources are needed?

• Overhead projector and transparency with purpose,
  apparatus and method done chalk, blackboard,
  pen student notebooks (in desks)
• 1 set of battery, light bulb, wire per group (8
  groups) extras for early finishers

As you work through creating the lesson you may
add resources
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Activity Lesson Plan What goes where?
Same as DIPF

• Movement of electrons covered last 2 classes
• Students have experience with static electricity
• Students need to know what a wire, battery, and
  light bulb are
• Students are aware of health and safety issues
  when working with electricity
• Monitor J.L.P. and accommodate as necessary (see
  IEP in top of desk physical exceptionality
  specific strategy (if requested) manipulate
  objects for him under his oral direction)

• Classroom desks in groups (class list seating
  plan in teachers desk, rt-hand drawer)
• Have all equipment for experiment out on front
  desk for pick-up
• Have scientific method (first steps) done on
  transparency
• Teacher is to circulate throughout class during
  activity

• Overhead projector and transparency with purpose,
  apparatus and method done chalk, blackboard,
  pen student notebooks (in desks)
• 1 set of battery, light bulb, wire per group (8
  groups) extras for early finishers

As you work through creating the lesson you may
add resources
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Reflect on the learning Make a clear statement
(including indicators) describing the degree to
which the expectation(s) were achieved by all
students - any more you could add? Is there a
better expectation you could have used?
Same as DIPF
Go to the PT Handbook. Does the lesson fit the
guidelines stated? Fill out the reflection
based on the lesson presented and the questions
on these pages.
What was the quality of your initiation,
interaction and intervention (your communication,
planning, implementation, organization,
motivation, teaching/learning strategies,
questioning, etc How effective was this lesson?
How effective were the individual parts of the
lesson? Was the assessment reliable and valid?
What needs to be done next? Focus on developing
the next lesson based on what happened Pro-active
classroom management strategies to be
considered What do you need to remember for next
time you do this lesson?