We still have some Synectic lessons to finish on Monday. We also have a choice of two models to micro-teach: Cause and Effect (Ch.9) and Socratic Seminar (ch.10). Vote for your choice below.
A longer poll on the purposes of education
I thought I might get you excited about next week’s instructional model, Synectics, by showing one of my favorite videos, base upon a speech by Sir Ken Robinson. The Synectics model is about creativity and you should be able to see the connection between the model and Robinson’s call for a changing paradigm.
This week we explore the Inquiry Model. Although this model originated as a model for teaching science, it has been adapted and adopted by all subject areas. The idea is to present students with a problem (Suchman, the originator of the model calls it a “discrepant event”) and have them investigate based upon the scientific method (identify a problem, collect data, hypothesize possible solutions, gather and analyze more data, experiment, refine hypotheses, accept, reject or revise)
There are two basic ways to teach inquiry: guided inquiry where the teacher presents the problem, has a solution in mind, guides the student towards the solution by presenting data; open ended inquiry where students have control of most or all of the process, they might identify a problem they wish to solve, they might gather most of the data on their own, they formulate hypotheses without much teacher direction, they analyze data without much teacher guidance and generate their own, evidence based, solution to the problem.
Because inquiry is a process most students have little experience with, it is usually best to help them develop inquiry skills through guided inquiry before tackling an open-ended inquiry.That is why we are going to use the Suchman model for our micro teaching.
Note that I have a delicious link to an inquiry “live binder”. Live binders are a free resource that anyone can create. If you want to learn more about them (they would be great for your portfolio), I have a link on the Web 2.0 Resource page on the Wiki.
Here are the “Micro-Teachers” for this week
- Wednesday —Tony, Mitch, Megan, Kaylyn.
- Friday—-Mandie, Jake, Alex, McKel.
Keep Blogging!!
This week we will teach using the Concept models. There are actually two instructional models that teach concepts: Concept Attainment, and Concept Development. Concept Attainment is used when you are introducing a new concept and want students to inductively figure out the attributes that make up the concept. Concept development is used when you want students to deductively categorize items that fit a particular category. The chapters in Instructional Model do a good job of explaining the steps in each model. Both are included on the template on the Wiki. Choose which one of the models you want to use for this weeks lesson.
The videos from Friday’s lessons are on the Wiki.
Wednesday is our first Micro-Teaching session. Danny, Danna, C.J. and Cody will do the 10 minute video taped sessions, but everyone needs 8 copies of your DI lesson to share with other members of your group the last 20 minutes of class.
I created a page for Web 2.0 resources on the Wiki. I have been looking at Wikis that teachers have created for their classes. I will try to feature one every week. This one is fantastic. It is for 9th grade history and has lots of cool “bells and whistles”. Note the timeline on the opening page. Mr Bruce used “VuVox” to create it. The link to VuVox is also on the Web 2.0 resource page. Also, note how Mr. Bruce uses his Wiki for student collaboration. Pretty impressive.
As a sidenote- I haven’t been using Meebo (see on the left sidebar) regularly, but I will try to do so more frequently as we create our lesson plans. If you are off campus, or not close to my office, and have questions about specific aspects of a lesson, check to see if I am on-line. If I am, it means I am in my office (or at home at my computer) and we can “chat”. If I am available, it will be a simpler way to communicate than e-mail or by phone.
Welcome back from break
As you can see from the syllabus, the last six weeks of the term are devoted to learning about and micro-teaching various Instructional Models. Each week I will introduce a new model on Monday and you will write lessons based upon the models. Wednesdays and Fridays you will micro-teach sections of the lesson to the class. You will e-mail me the lesson the day you micro teach it.
We will concentrate on our second text, Instruction: A models approach. There is a specific chapter in the text for each of the models we will learn. You will need to read the appropriate chapter before I introduce it.
You should create your second Understanding by Design unit as soon as possible. We won’t be spending time in class on creating the unit because you all know how to do it thanks to you work on the first unit. When deciding what unit to write, keep in mind that it should be a unit where you can teach at least five lessons based upon the models. In this unit, the “learning experience” section will consist of the lessons you develop for micro-teaching.
Although you are going to write a complete lesson including all the phases of the model, you will only have 10 minutes to “micro-teach”. This means that you should choose sections of the lesson that involve the students and that can be taught in the time frame.
This week the model is Direct Instruction (chapter 4). I have uploaded the overview of the Direct Instruction Model to the Wiki. It is a word document, so you can download it and write your lesson based upon it.
- Convert your unit from the planning template to the final unit format. Be sure to include the vignette for each performance task and the learning experiences section. Note, the “t” of ” WHERETO” is, “How will you tailor learning to varied needs, interests, styles?” So, be sure to include a statement as to how you will address individual differences in your learning activities in the learning experiences section. Also remember to attach your performance task(s) rubric(s) to the unit and e-mail to me.
- Complete your curriculum map. Have a uniform format. For example, ESSENTIAL UNDERSTANDINGS/QUESTIONS in upper case, concepts, vocab, knowledge in lower case- could be bulleted. Standards {bracketed}- just the numbering, not written out. Skills section repeats the essential understandings/questions and standards. Assessment section would include: routines (homework, DOL, learning sets, etc. ; performance tasks; Behavioral objectives; summative tests.
- Blogging and commenting on blogs
- Four of you still owe me the Opening of School paper (You know who you are) for reduced credit.
Write the Vignette for your performance task and add to your unit draft. Make sure it addresses GRASPS (see 157-160 in UbyD). Identify which (one or more) of the six facets of understanding will be the focus of your performance task see 161-169 in UbyD). Determine if your performance task will be a product or a performance (or both). Determine the criteria for your performance task and create a rubric based upon the criteria (see 172-182 in UbyD)
Here is a good site for creating rubrics on-line.
I have uploaded the prompt for the “Opening of School” paper and the form for submitting your unit to the Wiki.
Monday we can share our unit Essential Understandings.
Be sure to check out the ERN to see if there are links that you can use as you begin to think about lessons for your unit.
If you can think of an interesting IRF, we should have time for a mini-lesson.
Curriculum & Instruction 2011 