1. Goals for Class #6 1. To understand procedures for Observations and Inquiry course requirements 2. To learn about the interactive teaching model called direct instruction

2. Goal To understand procedures for Observations and Inquiry course requirements

3. Observations Course Requirement Purpose To observe instruction and learning environments in a variety of classrooms and grade levels using different observation tools. Three Observations #1 RIBTS #2 QUESTIONING #3 CLASSROOM MANGAGEMENT Procedures with Rubric (See WebCT Assignments Observations) Collecting data using data sheet Procedures for writing report Analytic rubric for grading Submit each Data Sheet-Report File on WebCT Assignments Observations. Submit Signed Pre-Observation Form in Class.

4. Inquiry Course Requirement Purpose To conduct research on a topic related to teaching and learning Procedures Select several articles from professional journals (secondary sources). Interview at least two classroom teachers or others (primary sources). Compose a two-page paper. Present multi-media presentation. Distribute one page handout. Submit each report and handout on WebCT Assignments Inquiry

5. Inquiry Course Requirement 21st Century teachers should have command of the research about effective teaching. - Richard Arends - The Arends text contains a sampling of research that is the basis of particular practices. - Each chapter has a Research Summary to assist you in interpreting a research article.

6. Inquiry Course Requirement Identifying a Research Question Research Summaries pp. 30-31 70-71 98-99 153-154 176-177 215-217 264-265 292-293 321 350-351 388-389 418-419 464-465 488-489 1. Note in Arends text that each chapter includes a related Research Summary. 2. Develop a research question or problem for your project. 3. Select several articles from professional journals. 4. Read Arends, pp. 506-517, Handbook 1- Reading and Using Research

7. Inquiry - Example Research Question What are the characteristics of a good teacher? Based on Research Summary in Arends text. See Chapter 1, pp. 30-31. Murphy, Delli, and Edwards. (2004).”The Good Teacher and Good Teaching.” Journal of Experimental Education, 72, 2, 69-93. Next Step--Identify articles from professional journals (secondary sources). Receive instruction for on-line searching at Adams Library, if needed. Review the professional literature (journals, books, WWW sites) Next Step - Interview two experienced teachers (primary sources) Ask and take notes : What are the characteristics of a good teacher? Present a list of attributes Rate: Most important, least important.

8. Purpose 1. Mastery of skills (procedural knowledge) 2. Mastery of well-structured factual or conceptual knowledge that can be taught in a step-by-step fashion.

9. Desired Teaching Behaviors 1. Gain Students’ Attention. Use strategies to gain attention (set induction, use of interesting materials and phenomena, relevant to students’ lives) 2. Keep it Simple. Ensure that observation is not too complex. Break it down in small parts. 3. Scaffold. Link new skills to students’ prior knowledge. 4. Practice. Use guided and independent practice with feedback. 5. Be positive. Ensure a positive attitude to increase motivation to reproduce or use the skill or new behavior

10. Planning 1. Prepare Instructional Objectives. 2. Perform Task Analysis. Find out what a skilled person does when the skill is performed. Find out what a skilled person does when the skill is performed. Divide the overall skill into sub-skills. Divide the overall skill into sub-skills. Put sub-skills in some logical order, showing those that might be prerequisite to others Put sub-skills in some logical order, showing those that might be prerequisite to others Design strategies to teach each of the sub-skills and how they are combined. Design strategies to teach each of the sub-skills and how they are combined. 3. Plan for Materials, Time and Space

11. Prepare Instructional Objectives. Learners will be able to follow a procedure for making a print using a real squid Perform Task Analysis. Major Skill: To follow procedures for printing an image of a real squid Sub Skills: 1.Laying squid on newspaper. 2.Fan out fins, arms and tentacles. 3.Applying paint to the squid. 4.Place the paper over the painted squid. 5.Pressing gently. 6.Peeling back the paper slowly. 7.Hanging print to dry. 8.Observing external structures and examining print for smudges and missing ink.

12. Instructional Sequence 1. Clarify goals, provide background information, and establish set. 2. Demonstrate skill. 3. Provide guided practice. 4. Check for understanding and provide feedback. 5. Provide extended practice and transfer.

13. Time TEACHER ACTION TIME Clarify goals, provide background information, and establish set. 10 min. Demonstrate skill. 10 min. Provide guided practice. Check for understanding and provide feedback. 10 min. Provide extended practice and transfer. 10 min Clean up. 5 min. Closure. Summarize. 5 min.

14. Space Area for demonstration Area for demonstration Board for posting Procedures Board for posting Procedures Work space for five groups of four Work space for five groups of four

15. Materials Thawed squid in a cooler with ice pack (12) Tempura paints (black) Foam brushes (10) Trays for paints (5) Latex gloves (20 sets) Wet wipes (container) Paper for printing: Three sheets/student. (60 sheets) Handout: Procedures and Diagram (20 sheets) Cleanup materials: Newspapers, wipes, paper towels, Oust. Garbage bags Clothes line with clothespins

16. Each Group of Four 2 squid Tempura paint (black) Foam brushes (2) Trays for paints (2) Latex gloves (8 pairs) Paper for Printing: Three sheets/student. (12 sheets) Handout: Procedures and Diagram (8 sheets) Newspapers

17. Gyotaku Gyotaku (gyo = fish, taku = rubbing) Invented in the early 1800's in Japan by the fishermen to record their catch. http://www.youtube. com/watch?v=xG_- 0Xd2x2E&NR=1 video of http://www.youtube. com/watch?v=xG_- 0Xd2x2E&NR=1 http://www.youtube. com/watch?v=xG_- 0Xd2x2E&NR=1 http://www.youtube. com/watch?v=xG_- 0Xd2x2E&NR=1