Think/Pair/Share: 3 Pluses and a Wish Welcome Back! EDUC 4454 – Class 7 P/J Methods – Methods Principle: Planning Bell Work Think/Pair/Share: 3 Pluses and a Wish Jot down 3 positive things/comments about your Practicum experience and then include one wish – i.e. something you wish had been different/changed; something you wish for your next time out; something you need to find out about or need more information on Pair with someone in the class whose first or last name starts with the same letter as your first or last name and discuss Share with the group  

Review: Comparing Lesson Plans DIPF vs APF Remember: Lesson Plan #2 (Assignment #3) is due the week of Oct. 27-31 You may submit either a DIPF or APF lesson plan It should be a plan that you taught, have revised and reflected upon from your last placement

Comparing Criteria of the DIPF &APF (Sage on the Stage VS Guide on the Side) 1. Expectations: same 2. Preassessment: same for all 3 components (Students-Learning Environment-Resources/Materials) 3. Content: should be noted the same; i.e. includes the what of the lesson and thus should be set out as the facts, knowledge, skills that will be covered. It does not include what the teacher or students do with the content. however, is set out differently in the APF; is grouped separately in Section 4 of the plan; is not set in parallel format as in Section 4 B of the DIPF

Teaching/Learning Strategies – is still the how DIPF is more teacher–focused/APF more student oriented Roles of the teacher differ for both DIPF – teacher will model/teach content directly; may demonstrate longer/ may lecture longer/ will still engage and interact with students/ will shape the lesson APF – teacher is the facilitator; still plans the lesson carefully; structures & orchestrates the environment – plans centres, activities, uses cooperative learning strategies, assigns roles, circulates, supports, guides, supervises

So…. What does this look like on the lesson plan template? APF – Teacher still introduces the activity ( which may include a recap from a previous lesson); establishes the routines & procedures just as was done in the Application section of the DIPF; still uses a lesson conclusion to bring closure to the lesson Assessment: same Reflection: same So…. What does this look like on the lesson plan template?

This part is the same as a DIPF Activity Planning Format For Lesson Plans This part is the same as a DIPF Subject/Course: Science & Technology Name: Your Name Grade Level: Grade 6 Date: September 26, 2008 Topic: Electricity Time: 12:30 – 1:15 (45 min) 1) from the curriculum documents …. Expectations and Learning Skills The students will: Expectations: 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; 1

This part is the same as a DIPF Activity Planning Format For Lesson Plans This part is the same as a DIPF 1. Lesson Plan Information Subject/Course: Science and Technology Name: Your Name Grade Level: Grade 6 Date: September 26, 2008 Topic: Electricity Time: 12:30 – 1:15 (45 min) 1) from the curriculum documents …. Expectations and Learning Skills The students will: Expectation (s) and Learning Skills Today, students will work in groups and use materials through a discovery approach to make a light bulb light up. 2) Now make it specific to your lesson: “Today, students will:” 1 6s52 Grade 6 Science and Technology - Electricity • discover how to construct a simple electrical circuit

How am I going to assess the students? Flip down to find the Assessment section 2 Remember Design-Down 6. Assessment (collection) / Evaluation (interpretation of data) 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 (Level 1) if the students requires extensive remediation, a P (Level 2) if 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 is happening using appropriate scientific terms; a S (Level 3)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

5. Teaching/Learning Strategies ( The How) Teacher Role Introduction of the Activity, Routines and Procedures Student Routines & Procedures (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Teacher goes to student group – can they demonstrate and explain? Have extra materials available for fast finishers (remain busy while others are on task– this should be scripted directly in here) ii) LESSON CONCLUSION What are the routines? Include general routines that apply to this subject and routines specific to this lesson 3

Activity Lesson Plan – What goes where? 4. Content (The What) Topic: Simple current (Electricity Unit) Application: Closed circuit; electrons must travel along the wire, through the light bulb (filament), back into the wire, through the battery, and back. They need to be able to use this terminology in their explanation. Open Closed 4 The content for the activity will be what the students are doing Remember Design-Down

What is my role as the teacher? 5. Teaching / Learning Strategies (The How) Teacher Role Introduction of the Activity, Routines and Procedures Instructor – review scientific method; give purpose, apparatus, set up materials on each table Facilitator – Place students in groups/assign roles if needed-Guide on the side – monitor and help individual students as they engage in discovery – Assessor – keep a checklist of observations Educative Question for Task – “What is happening with the electrons that causes the light bulb to light?” (Comprehension level question) Ask at the end. Tracking – monitor using checklist while assessing (see assessment section) Student Routines & Procedures (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Teacher goes to student group – can they demonstrate? Have extra materials available for fast finishers (remain busy while others are on task -this should be scripted directly in here) ii) LESSON CONCLUSION 5 What is my role as the teacher?

How will I introduce the lesson? 4. Teaching / Learning Strategies (The How) Teacher Role (i) Introduction of the Activity (2 min – Hook; 5 min Review) 1.Introduction (Part A – Hook) – turn the light in the room off and on; do same with flashlight – have finger to lips to indicate silence 2. Remind class of what we learned about static and circuit electricity and the movement of electrons; Review last two classes; Tell students that as a group they are to use the materials on the table to make the light bulb light and be prepared to explain how they made it work Have a student explain back the task (Consolidation 1); Place students in groups/ Send to task Student Routines & Procedures (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Have extra materials available for fast finishers (remain busy while others are on task -this should be scripted directly in here)) ii) LESSON CONCLUSION:Have a student explain back the task completed today How will I introduce the lesson? 3 6 3

How will I introduce the lesson? 5. Teaching / Learning Strategies (The How) Teacher Role (i) Introduction of the Activity (2 min – Hook; 5 min Review) 1.Introduction (Part A – Hook) – turn the light in the room off and on; do same with flashlight – have finger to lips to indicate silence 2. Remind class of what we learned about static and circuit electricity and the movement of electrons; Review last two classes; Tell students that as a group they are to use the materials on the table to make the light bulb light and be prepared to explain how they made it work Have a student explain back the task (Consolidation 1); Place students in groups/ Send to task Hint: The more engaging the lesson = less management problems  Student Routines and Procedures (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students use the terminology previously used and apply it to their discovery Students are to lift up their hands when they get the light bulb to light Have extra materials available for fast finishers (remain busy while others are on task – this should be scripted directly in here ) ii) LESSON CONCLUSION: Have students explain back the task completed. At end of lesson, take up the findings as a class – draw on board the different ways students lit the light bulb – isolate common elements – have students copy the illustration and put in the findings section of the scientific method for this lesson in their notebooks (10 min) 5 How will I introduce the lesson? 3 7 3

Activity Lesson Plan – What goes where? 8 Activity Lesson Plan – What goes where? 3. Pre-assessment A (i)Students: B . Learning Environment: C. Resources/Materials: 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 (ii) Differentiation of content, process, and/or product (may be accommodations and/or modifications) Monitor JP 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 teacher’s 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 Anything 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

8 Same as DIPF Go to the PT Handbook. 7. Teacher Candidate’s Reflections on the Lesson A. (i)I Evidence of Student Learning Related to Lesson Expectation(s) (ii)Next Steps for Student Learning Related to Lesson expectations & Next Steps for the Teacher Candidate 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? B. (i) Evidence of the Effectiveness of the Teacher Candidate Same as DIPF 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? 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? (ii) Next Steps Related to the Effectiveness of the Teacher Candidate What will you do to address the areas for growth noted above?

Planning (Activity based) & Differentiation Constructivism Methods Objective Planning (Activity based) & Differentiation Constructivism

Constructivism Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Simply put, students construct knowledge for themselves. Each of us generates our own “rules” and “mental models” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Constructivism Simply explained: Constructivism is taking what we already know and using that information to figure out the new We construct new understandings by using previous knowledge as a basis for trial and error/ problem solving / reflecting

Principles of Constructivism Learning is a search for meaning. Meaning requires understanding wholes as well as parts – therefore the focus is on primary concepts not isolated facts In order to teach well we must understand the mental models that students use to perceive the world The purpose of learning is for an individual to construct his or her own meaning, not just memorized the right answer. The only way to measure learning is to make assessment part of the learning process.

CT & M Chapter 2 Constructivism: Making Connections, Risk- Taking, and Other Sundry Bits

Constructivism is... An approach to learning and teaching that is based on research about how people learn In this approach individuals play an active role in constructing their understandings directly from their experiences and in concert with others What would this look like in the classroom? View Video – Creating the Constructivist Classroom

Chapter 2 Activity With a partner draw, describe or act out what a constructivist classroom should look, sound and feel like. Looks Like Sounds Like Feels Like See page # 73 in CT & M (if needed) for guidance.

Social Constructivism The physical context in which the learning occurs and the social context which the learners bring to the learning are essential for learning. Social constructivism is based on certain assumptions concerning reality, knowledge and learning: Reality is constructed through human activity Knowledge is a product which is constructed both socially and culturally Learning is a social process

Educating the Whole Child Why is it important to educate the whole child?

Reflective Practice CT & M page # 60. As a class we will discuss the following: As a profession, do teachers build enough opportunities for children to go back and revisit their learning? What are some of the problems associated with neglecting to do this? How might teachers encourage children to be reflective about what and how they have learned? What specific strategies could be put in place to ensure this? In small groups discuss the next two nuggets.

Play and Older Students You can learn without playing, but you cannot play without learning – pg. 66 The use of play can and should be adapted to facilitate learning in older adults. What strategies could you implement in order to encourage older students to participate in an active learning situation?

The Spiral of Knowing A model of learning used by Piaget which expresses the openness and dynamic nature of the concept of stages in learning As children encounter different experiences, they are prompted to reorganize their earlier views of the world and create new categories by building upon previously held beliefs.

Assigned Readings: Read Chapter 2 on Constructivism in CT & M pp. 40-73. Read Class7_Handout_Constructivism Finish: Assignment #3 (Lesson Plan #2) you may hand it in early (e.g. Next class if you wish).