Monday, June 22, 2015

Concept Development/ Concept Attainment

Concept Development Model

The concept development model helps students build on existing knowledge and help refine their understanding. 

1) Standard 1 
Students will understand how the exploration and colonization of North America transformed human history.

For this lesson I would begin by using answer garden and have students answer the question:

What characteristics do explorers have?

After creating the answer garden and having it displayed on the board; students would begin to group ideas that are similar using Padlet. While creating those groups, students would begin to find labels for their ideas. After creating one Padlet (and submitting it), students will create an alternative Padlet utilizing different labels and categories. At the end of the lesson students will synthesize the information by creating a definition for the word “explorer”.

2) b. 
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

I would use this lesson to help students see how they can classify words according to Greek and Latin affixes and roots. Students would be given a list of words with different roots and affixes. Students would then sort them and being to label. 

I would use PowerPoint to display the different affixes and roots. I could then create animations that showed where these affixes and roots are found in words we use everyday. Using Powerpoint would also allow me to move the words and annotate in front of the class.

3) 5.NBT.B 
Perform operations with multi-digit whole numbers and with decimals to hundredths.

For this lesson I would use the term “multiplication” to ask students in what circumstances would you utilize this skill. Students would use Padlet in pairs to think of all the instances they would use multiplication. Students would then label their ideas and categorize them. They would see how the math is relatable to them. This would be a Beginning lesson to introduce multiplication of decimals. 

Concept Attainment Model

1) Standard 2
The Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.

For this lesson I would utilize Keynote to make a presentation with pictures. I would have pictures of “slow” changes that happen to the earth and “fast” changes that happen to the earth. This would be a great way to introduce the concept of how the “Earth is constantly changing”.

Students would hypothesize what the pictures mean and how it relates to what we are studying. In the closure phase of the lesson, students would develop a definition based on the critical attributes. Students would then apply this knowledge by creating other examples and non-examples. 

2) Standard 2
The Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.

For this lesson I would start to make a list of examples of “erosion” versus examples of “weathering”.  Students would then begin to see the differences between the two science terms. They would hypothesize which attributes have to do with each term. Students would then be able to develop a definition of the two science terms which are some of the main themes of Standard 2.

Technology use for this lesson would incorporate the web tool "Gliffy".  I would use this concept mapping tool show examples of the two science terms. 

3) Objective 3 
Distinguish between the rights and responsibilities held by different groups of people during the colonial period.

For this lesson I would address the sub standard : 

Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people).

 I would take two groups of people and make lists of their individual rights and responsibilities. Students would then hypothesize from the list (American Indians, landowners, women, indentured servants, enslaved people) which group of people identify with attributes listed. They would then develop definitions for each group. 

Another way to do this would be to make a column for every group and have students hypothesize which group belonged to each column. 

I would then have students use an infographic tool like "easel.ly" to create infographics that students could print and display in the classroom.  

Wednesday, June 17, 2015

Direct Instruction and Vocabulary Acquisition

Direct Instruction Model

The Direct Instruction (DI) model is utilized most often when teaching procedural and conceptual knowledge. The DI model could be further enhanced with the integration of technology. Three lessons ideas that could use this model are the following:


1) Standard 2 
Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface

For this lesson I would show a slide show with different pictures that relate to the ideas and vocabulary of changes to the earth’s surface. For this lesson, students would be creating their own presentation. I would guide them through the process of researching pictures, definitions, and ideas. We would learn how to copy/paste, drag/drop, etc… inside the (PPT/ Keynote/ Google Slides) applications.

2) 5.NBT.B 
Perform operations with multi-digit whole numbers and with decimals to hundredths

For this lesson I would first teach/review how to multiply a 2-digit by 2-digit number on the board. After reviewing this concept, I would show students how to use Excel to multiply numbers. (I would use a modified technique to do this. Instead of putting the entire number in each cell, I would have the students put each numeral in its own cell (i.e. for the number 89, “8” would be in cell A1 and “9” would be in cell A2) I then have students multiply numbers in Excel with me. Students would gradually start working on their own problems using Excel.

3) Standard 2 
Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

For this lesson I would incorporate the use of video to teach about Volcanoes. I would then open the iOS app “Earthquake” and show students how to track seismic activities around the world. We would then begin to graph and map earthquake activity around the world. This would teach students how to read and decipher seismograph data effectively. 


Vocabulary Acquisition Model

The Vocabulary Acquisition model is utilized to develop the learning of vocabulary for students. This helps students develop a deeper understanding of vocabulary that can be transferred among all curriculum areas. 

1) Standard 2 
Students will understand the chronology and significance of key events leading to self- government.

For this lesson I would pre-assess the students on the word “independence”:

: freedom from outside control or support : the state of being independent

: the time when a country or region gains political freedom from outside control

Students would create their own definitions and partner-share. I would then break apart the word “independence" with the class to determine individual meanings within the word.  As a class we would use “Popplet” to determine the class’ ideas in regards to what being independent means. We would then utilize the chapter book “Johnny Tremain” to identify the theme of independence as it is used in the text. A follow-up activity for this would be to compare and contrast the term “independence” as it pertains to us today and people in early America

2) Standard 5 
Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment.

For this lesson I would pre-assess the students on the word “inherit” and brainstorm with students what that word could mean in different contexts. 

: to receive (money, property, etc.) from someone when that person dies

biology : to have (a characteristic, disease, etc.) because of the genes that you get from your parents when you are born

: to get (a personal quality, interest, etc.) because of the influence or example of your parents or other relatives

Students will develop synonyms for the word “inherit” and will use “Answer Garden” to submit their ideas. The teacher will then show a video of traits that can be inherited to guide the students into the science lesson. 

3) 5.OA.A 
Write and interpret numerical expressions

For this lesson I would have students use iPads using the online Merriam-Webster dictionary to define the word “expression”

: the act of making your thoughts, feelings, etc., known by speech, writing, or some other method : the act of expressing something

: a word or phrase

: the way someone's face looks that shows emotions and feelings

Students would then draw the definition of the word “expression” and put them on the wall. I would then put up a mathematical expression on the wall with the other drawings and lead the class on a discussion with the alternative definition of the word expression. Students would then create their own mathematical expression to put on the wall. 



Monday, June 8, 2015

Metas para nuestra clase!!

Educational Technology Course Goals:

  • Increase my technological skills to enhance pedagogy in the classroom
  • Create worthwhile technological tasks for students in the classroom