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Amy Drummond Daniel Paniccia Jennifer Smith
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Student in center of learning process. Role of instructor changes. ◦ From expert to facilitator Focus is on process of learning rather than on content (Kaminski).
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The goal is to create a classroom in which ◦ Students are involved in learning process ◦ Critical thinking is encouraged ◦ Students analyze the process of learning ◦ Students assimilate and apply previously learned and newly acquired knowledge
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It can be used in any context where information can be learned and applied. All areas of education: ◦ Math ◦ Science ◦ Language Arts and World Languages ◦ Social Studies Where can it be used?
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Students – Know why and how to learn – Have self-awareness of learning capabilities – Are responsible and prepared to become informed citizens – Are capable of retrieving and evaluating information – Can use knowledge to solve problems – Can communicate knowledge in real-world settings (Blumberg) What are the benefits?
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Additionally, learner centered instruction Appeals to a wide variety of learning styles Encourages intrinsic motivation Gives students an opportunity to actively contribute to their own learning experiences Teaches students to set and achieve personal goals Strengthens 21 st Century Skills Further Benefits
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Challenges students to create an end product that demonstrates true comprehension and application of information Builds problem solving skills Encourages creativity Fosters critical thinking skills Improves team building skills 21 st Century Skills
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Area of Instruction: Language Arts Lesson: Writing for specific audiences and using persuasive language Example 1: Advertisement
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Objectives: Upon completion of this project, students will be able to Create an advertisement describing a particular product Identify and target a specific audience Apply knowledge of persuasive language and imagery Assess their own creations and express those assessments in written reflections Example 1: Advertisement
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Product description: Students will create an advertisement for the product of their choice, and in doing so, will utilize the following language elements: Proper spelling and grammar Development of content for a specific audience Persuasive language Descriptive language/imagery Example 1: Advertisement
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Requirements: A minimum of 1 picture to demonstrate product advertised A 30 second to 1 minute presentation advertising the product A written script for the advertisement A student reflection of work completed Example 1: Advertisement
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21 st Century Skills: Application of previously learned material Presentation skills Influential speaking Imagination/Creativity Reflective learning Example 1: Advertisement
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Rubric – see handout Student response Example 1: Advertisement
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Example 2: Illustrated Timeline Area of Instruction: Foreign Languages (Spanish) Lesson: Past tense usage (preterite tense vs. imperfect tense) and conjugations.
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Example 2: Illustrated Timeline Description ◦ Students will work in groups to Choose a topic or time period from provided list Conduct research Create an illustrated timeline using Web 2.0 tools Tikitoki xTimeline Present their timelines to the class
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Example 2: Illustrated Timeline Web 2.0 tools ◦ Tikitoki (tiki-toki.com) Image captured from http://www.tiki-toki.com/timeline/entry/55/The-Fight-for- Democracy-in-the-Middle-East/http://www.tiki-toki.com/timeline/entry/55/The-Fight-for- Democracy-in-the-Middle-East/ ◦ xtimeline (xtimeline.com) Image captured from http://www.xtimeline.com/timeline/World-War-Ihttp://www.xtimeline.com/timeline/World-War-I Can expand on each event
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21 st century skills ◦ Students are gaining experience: Applying learned information Exploring and implementing new technology ◦ Presenting and communicating information to others Efficiently, clearly and professionally ◦ Working with teammates to achieve a goal
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Additional ideas and benefits of timelines ◦ Students can analyze trends and connections from their timelines ◦ Students can compare timeline events ◦ What would happen if you took an event out? Source: http://www.msp.umb.edu/LocHistoryTemplates/MSP Timelines.html Example 2: Illustrated Timeline
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Area of Instruction: History Lesson: World War II
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Students will ◦ Analyze real obituaries ◦ Choose a World War II figure ◦ Conduct Research ◦ Draft an obituary and participate in an editing session ◦ Design a final obituary ◦ Present to the class
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21 st Century Skills ◦ Creating a product ◦ Collaborating with others to reach a goal ◦ Researching and sifting through information ◦ Utilizing Technology ◦ Thinking critically to condense information ◦ Communicating There are key figures in every discipline! Show them examples!
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Additional Information and Benefits (Mastrodomenico): ◦ Obituaries can be a good alternative to expository writing ◦ Obituaries can help personalize historical figures for students Example 3: Obituary Source: http://www.differentiatedinstructionactivities.com/2011/04/25/what-multiple- intelligence-learning-styles-work-together-in-an-obituary-activity/
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Area of Instruction: Science Lesson: Weather Report
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Objectives: Identify different weather instruments and their uses Identify natural disasters that can affect North Carolina Evaluate how a natural disaster/weather event affects the local economy
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Description In assigned groups, choose a natural disaster/event, such as: earthquake, hurricane, snow storm, tsunami, etc. You will have 2 class periods to research your topic and write a "Breaking News" report. You will be given 5 minutes to give your report.
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Requirements At a minimum, your report should address the following questions: What instruments are you using to measure things like wind speed, direction, temperature, pressure, etc. How did the disaster develop? What caused the disaster? What are the local/economic effects of the disaster? What precautions need to be taken by those in the area? Is there any warning to the disaster? How long? If applicable, what possible evacuation measures need to be taken?
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21 st Century Skills: Creating a Product Collaborating with others Utilizing technology Using effective communication
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For those of you who are teaching, what examples of learner centered instruction are you using in the classroom? What challenges and/or rewards do you see when using this type of instruction? How do the students respond to learner centered instruction? Have any of you or your children experienced this type of instruction in middle or high school? What were your/your children’s feelings about being the center of the learning process? If you are not yet teaching, do you anticipate using this learning model in the future? How will learner centered instruction benefit students beyond secondary school? Can you think of an example where learner centered instruction encourages learning across multiple curriculums?
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