Brandi
Kalgren
Team
Surfers
Table
of Methods
June
26th, 2010
|
Instructional
Topic: Subject
areas vary according to teaching method GRADE
LEVEL:
Fourth Grade |
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|
Teaching Method |
Definition |
Essential
Learning Elements |
Learning Strategy |
Websites |
|
Inquiry-Based
Learning |
This model of teaching is question driven and actively engages students in investigations to construct their own understandings. There is little emphasis on direct instruction. Instead, inquiry learning emphasizes a communal creation and sharing of findings and understandings. Students take responsibility for determining what they need to learn; indentifying resources and how to use them; reporting learning to peers; and assessing their processes in learning. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer, but rather is focused on seeking appropriate resolutions to questions and issues. Steps of an inquiry-based investigation
include: *Introduction
to problem/question *Research
background knowledge on topic (if necessary) *Formulation
of hypothesis *Development
of scientific procedure to test the hypothesis *Collection
of data *Organization
and analysis of data *Development
of conclusion *Presentation
of findings to peers |
|
Subject: Science/Mathematics Strategy: Inquiry-Based
Investigation Strategy Description: An inquiry based investigation in science
would begin with a real-world question, concern, or dilemma in which
students will need to develop a plan to investigate and then implement
their plan. An example question would be: How does amount of water and
sunlight affect the growth of bean plants? Students are actively engaged in the
development of all steps of the inquiry process. After
direct instruction of the inquiry process, the students develop
hypothesis: More sunlight and
a substantial amount of water is best for a bean plant’s growth. Students would develop and record a procedure
to to follow in their science notebooks, gather the needed tools, and
begin their research. The final step of
the process is to organize data into a chart or table (math connection)
and present the outcomes to their classmates. The teacher is present during all steps of
the process to guide and direct the students when necessary, while
providing positive feedback. Enrichment would involve allowing students to
further explore other factors that would enhance a bean plant’s
growth. |
Websites About Method: http://www.usask.ca/education/coursework/mcvittiej/methods/inquiry.html http://www.thirteen.org/edonline/concept2class/inquiry/index.html Websites with
Resources/Lessons: http://www.mcrel.org/lesson-plans/science/sciencelessons.asp http://www.nap.edu/openbook.php?record_id=9596&page=R1 http://www.sedl.org/afterschool/lessonplans/index.cgi?show_record=11 |
|
Cooperative
Learning |
Cooperative learning is the instructional practice of placing students into small groups and having them work together toward a common goal. Students are placed in small teams, each with students of different ability levels. While in small teams, the teacher uses a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible, not only for learning what is taught, but also for helping his or her teammates learn. Cooperative learning involves four basic steps: presentation of content by teacher; teamwork; individual assessment/accountability; and team recognition. When planning for cooperative learning, teachers need to develop an atmosphere that fosters group goals, individual accountability, and equal opportunities for success. There are many strategies that can be implemented when using cooperative learning: Think-Pair-Share Numbered Heads Together Jigsaw |
|
Subject: Social
Studies Strategy: Jigsaw
Cooperative Learning This strategy can be used to teach social
studies concepts/ideas and is particularly useful when teaching with a
text book. This strategy follows these
steps: 1. Introduction
to lesson: The teacher presents students
with the topic and/or any background knowledge that is needed. A question or objective for the lesson is also
presented. 2. Division
into groups: Students are divided into
small groups of 4-5. Each student within
the team is given a topic to research or a section to read in the text
book. Their job is to become an
“expert” on their topic/reading. 3. Experts
on the same topic from each group meet to discuss their findings and
how to present their topic to the rest of the group. 4.
Experts
return to their original groups to present their findings.
Each group member takes their turn. 5. Assessment: Students
are individually assessed on what
they have learned (can take many forms). In
addition, students evaluate how well their peers practiced teamwork and
cooperation. **Throughout this process, the teacher is
monitoring and providing positive feedback and guidance. |
Websites About Method: http://edtech.kennesaw.edu/intech/cooperativelearning.htm http://www.teachervision.fen.com/cooperative-learning/teaching-methods/48449.html?detoured=1 http://www.teachervision.fen.com/cooperative-learning/teaching-methods/48448.html?detoured=1 http://www.teachervision.fen.com/pro-dev/cooperative-learning/48531.html?detoured=1 Websites About the Strategy: http://www.jigsaw.org/steps.htm http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities |
|
Active
Learning |
This is model of instruction is
student-centered and focuses the responsibility of learning on the
students, rather than direct instruction from the teacher.
Learners do more than just listen, and are encouraged to
become actively involved in the materials they are studying. Teaching strategies focus on higher-order
thinking tasks such as analysis, synthesis, and evaluation. Projects and endeavors are designed to guide
students in the process of self-exploration and organizing the learning
material so that it is meaningful for them and their own lives. Instructional activities can involve
Think-Pair-Share, KWL charts, reciprocal teaching, and/or sq3r reading
strategy. |
|
Subject: Reading Strategy: Reciprocal
comprehension reading strategy Reciprocal teaching is a strategy for shared
readings in which responsibility is given to the students to lead and
guide group discussions as the teacher merely acts as a facilitator. Discussions are very interactive and focus on
four meta-cognitive comprehension strategies (predicting, clarifying,
summarizing, and questioning). Students are made directly aware of the
comprehension strategies to be used each reading. A typical lesson
follows this outline: Review
of past readings (in order to make connections to past experiences) Making/discussing
predictions for upcoming reading Shared
reading (read aloud by teacher as students follow in their own copies) Student
lead discussion of reading w/teacher facilitating Independent
written reflection of reading Closing/summary
of reading as whole group. Enrichment
would involve allowing students to go above and beyond the reading with
special projects. Adaptations would be
tools that are traditionally provided for struggling readers. |
Websites About Strategy: www.southalabama.edu/coe/bset/surry/isd651/.../generative.ppt http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm Resources for Strategy: |