Chapter 9 - Reflective Activity

The author provides sample assignments for each content area.  Choose 5 assignment you feel you might implement in your classroom.  Then answer the following questions:


1. Why did you choose this assignment?
2. How might you tailor this assignment for your teaching style or content area?

Chapter 9 - Questions

Students learn in different ways.  Chapter 8 explored different means of delivering instruction and now we need to look at different ways of student learning.  There are times when students need to work alone, but learning how to work in groups and with partners is a life-long skill that employers are looking for in the real world.  Chapter 9 looks at different ways for guiding student learning.

Summarize each of the following types of learning.

1. Learning Alone
2. Learning in Pairs
3. Learning in Small Groups
4. Cooperative Learning
5. Learning in Large Groups

Chapter 8 - Reflective Activity

Choose one of the 5 teaching techniques explored in Chapter 8 and answer the following questions:

1. Why do you think this teaching technique is important?
2. How might you integrate this technique into your classroom?
3. Have you ever experienced this technique in your education?
4. Did the teacher use the technique successfully? Why or why not?

Chapter 8 - Questions

In order to keep student attention and have them actively engaged in learning, the teacher needs to implement a variety of teaching practices.  Chapter 8 explores 5 different delivery techniques.  


Please summarize each of the following instructional techniques. Write one paragraph for each technique.


1. Teacher Talk (Lecture)
2. Demonstrations
3. Inquiry/Discovery
4. Strategies
5. Games

Chapter 7 - Reflective Assignment

Many times educators use the exams/tests which come with the curriculum, but there are times when we need to create our own assessments.  Learning to write a good assessment come with practice.  The author gives guidelines to help you learn to create quality test questions.  Complete Exercise 7.1 found on pages 287-288.  You might want to write this assessment for your Unit of Study (Chapter 6) so it may be more meaningful.  

Chapter 7 - Questions

At the end of a unit or lesson, we want to know if our students understood the material being presented.  This learning is documented through different types of assessment.  Having a variety of assessments are needed to ensure that all students' learning is being accounted for.  Chapter 7 looks at the types of assessment and how to create tests and quizzes.  


1. What is the purpose of assessment? (p. 258-259)
2. Define the three stages of assessment. (p. 261)
3. How might you assess what a student says? (p. 261-262)
4. How might you assess what a student does? (p. 261-262)
5. How might you assess what a student writes? (p. 263-264)
6. What do you feel are some of the important points the author makes about grading? (p. 276-270)
7. The author describes 12 different types of assessment items. Choose 4 you feel you might use in the classroom and briefly describe. (p. 276-282)

Example Lesson

American Symbols Unit - Lesson #3

Determining Importance of the American Symbols

7^th Grade Social Studies

Duration: 3+ class periods

Objectives:

The students will research three American Symbols using the graphic organizer provided. 

The students will determine main ideas by organizing their notes.

The students will create a Keynote/PowerPoint slide sharing the importance of each symbol.  One slide will be created for each symbol.  

Rationale/Standards:

Materials Needed:

Reference materials

Internet access

Note Taking Graphic Organizer

Keynote or PowerPoint

Introduction/Anticipatory Set

At the beginning of class, hand random students a picture of an American Symbol.  Have each student show their symbol and see how many students can identify the symbol. Explain that the students will be choosing 4 of these symbols to research.   

Input/Lesson

Model for the students how to find nonfiction research materials from which to gather their information.  Have the students use the provided list of resources to guide their search.  Model how to read the passage and record key points onto the graphic organizer.  Then show how to take the key points and organize them onto a presentation slide. 

Independent Practice

The students will research the symbol, record key points, and create a presentation slide. Monitor student work and make adjustments as needed.  Watch for student who might be in need of assistance. 

Closure

Ensure that all students have completed their slides.  If not, make arrangements for finishing.  Let the students know the next step in the process is to present the slides in the next several class periods. 

Check for Understanding

This will be done using an informal evaluation.  During the monitoring student work time, attend to those who are in need of additional help and time.  

Example Introduction

American Symbols Unit

I. Goals of the Unit

a. The students will identify several American Symbols (SD.SS.W.1)

b. The students will determine the importance of the American Symbols (SD.SS.W.2)

II. Unit Summary

The goal of this unit is for the students to explore several of our Nation’s symbols.  They will identify several symbols, summarize their history, and share their importance to America.  The students will also create a new symbol which they feel represents America.  They will create their symbol, and justify the reasoning why it should be included in the American symbols. To share their information, the students will create a keynote that will be presented to the class.  

III. Instructional Objectives

The students will:

1. Identify 4 American symbols

2. Summarize the history of the symbols

3. Determine the importance of the symbol to America

4. Create an American symbol

5. Present their American symbol Keynote 

Chapter 6 - Unit of Study

Chapter 6 – The Instructional Unit

In this chapter the author walks you through how to write a unit of study.  So much of our lesson planning is done in the form of units.  Most text books are organized in units with several chapters devoted to a unit.  Being able to write a unit is essential. 

Part 1: The Introduction (follow the description on pages 217-218)

Your unit of study should include an introduction. The introduction helps focus your instruction so that you are clear on your expectations and what you want the students to learn. Use the following outline to write the introduction.  I have included a sample introduction to help guide your writing.  The textbook will help define and explain any section that is new to you.  

Unit Name

I. Goals of the Unit (State or National Standards)

a. 

b.

c.

II. Summary of the Unit

III. Instructional Objectives (write in performance terms “The students will…”)

[These objectives then become your lessons.  Write one main objective for each lesson here.]

a.

b.

c.

d.

e.

Part 2: The Lessons  The lesson plans are the meat and potatoes of the instructional unit.  Most lessons are written in a one-period format, but can span several days.  You can use the lesson plan template on pages 235-236 to help you create the lessons. I have included a sample lesson to help guide your writing. The textbook will help you define and explain any section that is new to you. 

Part 3: Unit Culmination The final lesson to produce is a culminating experience.  This is a project, a video, a fieldtrip, game…that wraps up the unit of study.  It is an activity which brings the unit to a close and encompasses the students learning. Write a lesson plan describing this event.  The lesson plan may need to be modified a bit to fit the activity. 

Chapter 5 - Reflective Assignment

Chapter 5 

Reflective Assignment

Complete Exercises 5.8, 5.9. 5.10 in the textbook.  Then write three objectives of your own (choose the topic of your liking).  For each objective use the following key to code your objectives.

red: audience

orange: behavior

green: conditions

blue: degree

Example: The students will determine three areas of symbolism of the Bald Eagle using reference materials.