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September 5, 2006 by: Evelyn L. Josue UP NISMED Integrating Video Lessons in Instruction to Develop HOTS.

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Presentation on theme: "September 5, 2006 by: Evelyn L. Josue UP NISMED Integrating Video Lessons in Instruction to Develop HOTS."— Presentation transcript:

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2 September 5, 2006 by: Evelyn L. Josue UP NISMED Integrating Video Lessons in Instruction to Develop HOTS

3 Weve all heard the proverb Seeing is Believing. Seeing is remembering too!Weve all heard the proverb Seeing is Believing. Seeing is remembering too! Marshall (2001) cites the conclusion of Wiman & Mierhenry (1969)Marshall (2001) cites the conclusion of Wiman & Mierhenry (1969) people will generally remember people will generally remember 10% of what they read 10% of what they read 20% of what they hear 20% of what they hear 30% of what they see 30% of what they see 50% of what they see and hear. 50% of what they see and hear. Why Use Video in Instruction

4 Video offers information in multiple forms Video offers information in multiple forms Images Images Motion Motion Sounds Sounds Text Text

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6 Why Use Video in Instruction

7 Kozma (1991) Kozma (1991) combination of multiple symbol systems -– that is, a mix of spoken language, text, still images, and moving images --- yields greater learning gains than media that rely primarily on one symbol system. combination of multiple symbol systems -– that is, a mix of spoken language, text, still images, and moving images --- yields greater learning gains than media that rely primarily on one symbol system.

8 Marshall (2001) Televisions multiple modes can portray content through a variety of approaches, e.g. linguistic, aesthetic, logical, or narrative, thus more effectively matching viewers various intelligence preferences. Televisions multiple modes can portray content through a variety of approaches, e.g. linguistic, aesthetic, logical, or narrative, thus more effectively matching viewers various intelligence preferences.

9 TV / Video Promote Student Achievement TV / Video Promote Student Achievement In terms of media comparisons, there is evidence that children more easily understand information conveyed by television than by print. In terms of media comparisons, there is evidence that children more easily understand information conveyed by television than by print. Handbook of Childrens Media, Dorothy G. Singer and Jerome L. Singer, ©2001 by Sage Publications, Inc. Handbook of Childrens Media, Dorothy G. Singer and Jerome L. Singer, ©2001 by Sage Publications, Inc.

10 What Experts Further Say…… What Experts Further Say…… In children who watched informative and educational programs for child audiences gained more vocabulary in two years than children who rarely watched such programs. In children who watched informative and educational programs for child audiences gained more vocabulary in two years than children who rarely watched such programs. TOPEKA HOME VIEWING STUDY UNIVERSITY OF TEXAS AT AUSTIN TOPEKA HOME VIEWING STUDY UNIVERSITY OF TEXAS AT AUSTIN

11 What Experts Further Say…… What Experts Further Say…… Children who watch carefully constructed educational programs that are aimed at their age level do better on prereading skills (age 5) than children who watched less frequently or not at all. Children who watch carefully constructed educational programs that are aimed at their age level do better on prereading skills (age 5) than children who watched less frequently or not at all. MACBETH, 1996, WRIGHT, ET AL MACBETH, 1996, WRIGHT, ET AL. 2001

12 How Can Video Help Develop Higher Order Thinking Skills (HOTS)? How Can Video Help Develop Higher Order Thinking Skills (HOTS)?

13 Basic skills we want all our students to acquire describe demonstrate compare explain interpret predict differentiate Comprehension discuss identify

14 Basic skills we want all our students to acquire infer demonstrate calculate apply experiment classify relate AppplicationAppplication illustrate solve

15 SynthesisSynthesis AnalysisAnalysis compare HOTSkillsHOTSkills criticize decide EvaluationEvaluation judge plan compose formulate justify discuss devise compare contrast distinguish analyze correlate Infer HOTS

16 Titles of Video Lesson First Quarter TITLE 1. Measuring Length and Temperature 2. Measuring Mass 3. Density 4. Its Only A Phase: Solid, Liquid, Gas

17 Titles of Video Lesson Second Quarter TITLE 5. Forces in Action 6. Energy Transfer and Transformation 7. The Carabao Egret 8. Resources from the Ocean

18 Titles of Video Lesson Third Quarter TITLE 9. The Restless Plates 10. Volcanoes and Earthquakes 11. Weathering and Erosion 12. Water Quality and Water Supply

19 Titles of Video Lesson Fourth Quarter TITLE 13. Wind Circulation 14. Weather and Seasons 15. Air Pollution 16. Constellations

20 Sample Video : Density Blooms Taxonomy ThinkingSkills Sample Questions Analysis Compare / Infer p. 3 of 6 Examine the table. Some objects which have lower masses sank. Compare the masses of the objects that sank. Knowing the masses of the objects, can you tell whether it will sink or float? Can you explain why?Examine the table. Some objects which have lower masses sank. Compare the masses of the objects that sank. Knowing the masses of the objects, can you tell whether it will sink or float? Can you explain why? Examine the table. Some objects which have higher volumes floated on water. Does the volume of an object tell us if it will sink or float in water? Can you explain why?Examine the table. Some objects which have higher volumes floated on water. Does the volume of an object tell us if it will sink or float in water? Can you explain why?

21 Density Blooms Taxonomy ThinkingSkills Sample Questions Analysis Compare / Analyze p. 3 of 6 Examine the table. Which of the objects have lower densities than water? How do their masses and corresponding volumes compare? Arent these the objects that floated on water?Examine the table. Which of the objects have lower densities than water? How do their masses and corresponding volumes compare? Arent these the objects that floated on water? Examine the table. Which of the objects have higher densities than water? How do their masses and corresponding volumes compare? Arent these the objects that sank in water?Examine the table. Which of the objects have higher densities than water? How do their masses and corresponding volumes compare? Arent these the objects that sank in water?

22 Density Blooms Taxonomy ThinkingSkills Sample Questions ComprehensionPredict p. 5 of 6 What if all the liquids are mixed in a single container? What happens? Discuss p. 4 of 6 Discuss the relationship between mass and volume of an object. ApplicationSolve p. 2 of 6 Solve for the density of some of the objects listed in the table. Relate p. 5 of 6 Oil occupies the topmost layer while honey settles at the bottom. How do you relate this observation to the density in the table?

23 Density Blooms Taxonomy ThinkingSkills Sample Questions SynthesisGeneralize p. 5 of 6 Write a generalization about the densities of objects that float and those that sank in water. Design p. 5 of 6 Design a procedure for an investigation that will enable you to determine Design p. 6 of 6 Design a procedure for an investigation that will enable you to determine the purity of a given metal ( copper or aluminum).

24 Sample Teachers Guide Curriculum Entry Point: Curriculum Entry Point: » Integrated Science (First Year) Curriculum Unit 3 Lesson 3.1 Densities of Solids, Liquids, and Gases Unit 7 Lesson 7.4 Density and Movement of Ocean Water

25 Sample Teachers Guide Competency Addressed: Competency Addressed: » Unit 3. Matter and Its Properties Differentiate the observable characteristics of substances and mixtures, elements and compounds, metals and nonmetals, acids and bases based on properties such as hardness, conductivity, solubility, density, specific heat, etc….

26 Sample Teachers Guide Competency Addressed: Competency Addressed: » Unit 7. Hydrosphere Relate density currents and upward movement of nutrients to food productivity.

27 Sample Teachers Guide Contents of the video lesson: Contents of the video lesson: » Density of a Solid Measuring the mass of a solid Determining the volume of regularly-shaped and irregularly-shaped solids Computing for the density of solids Comparing the density of a solid to that of water

28 Sample Teachers Guide Contents of the video lesson: Contents of the video lesson: » Density of a Liquid Measuring the mass of a liquid Measuring the volume of a liquid Comparing the densities of oil and honey to that of water

29 Sample Teachers Guide Contents of the video lesson: Contents of the video lesson: » Density of a Liquid Investigatory activities: comparing the densities of seawater and freshwater; warm water and cold water Is your jewelry made of pure gold?

30 Sample Teachers Guide Recommended Usage: Recommended Usage: The video provides the appropriate laboratory techniques for mass and volume determination. The presentation can be done in two parts. The first part can be shown as an introductory lesson before the students start the experiment.

31 Sample Teachers Guide Recommended Usage: Recommended Usage: The second part (application of the concept) can be shown after the students have finished the experiments. This part shows how the concept is applied in daily life situations. Audio Script and Discussion Guide: Audio Script and Discussion Guide:

32 It is our desire that the Video Lessons will ….. » Low level of achievement » Low level of achievement » Too much rote learning » Too much rote learning » Poor pre-service preparation of teachers » Poor pre-service preparation of teachers » Heavy teaching load and other non- teaching duties » Heavy teaching load and other non- teaching duties » Lack of science majors » Lack of science majors _??_the dismal state of education in our country _??_the dismal state of education in our country

33 It is our desire that the Video Lessons will ….. » Lack of instructional materials » Lack of instructional materials » Large classes » Large classes » Needs of multi-grade classes in far-flung areas » Needs of multi-grade classes in far-flung areas » Language issue » Language issue _??_the dismal state of education in our country _??_the dismal state of education in our country

34 Ponder….. …opportunity can be maximized and risk factors minimized by choosing for their childrens earliest diets only the very best of programming made to serve the informational and educational needs of children.

35 Ponder….. Education would be much more effective if its purpose were to ensure that by the time they leave school every student should know how much they dont know, and be imbued with a lifelong desire to know it. Education would be much more effective if its purpose were to ensure that by the time they leave school every student should know how much they dont know, and be imbued with a lifelong desire to know it. Sir William Haley Sir William Haley


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