C i 204 lesson design
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C&I 204: Lesson Design. Questioning and Indirect Instruction October 31, 2011. Today’s Class. Discuss Questioning Strategies Describe Indirect Instruction Peer Review Lesson Plans Embed VoiceThread in the Blog. Questioning Strategies.

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C&I 204: Lesson Design

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C i 204 lesson design

C&I 204: Lesson Design

Questioning and Indirect Instruction

October 31, 2011


Today s class

Today’s Class

  • Discuss Questioning Strategies

  • Describe Indirect Instruction

  • Peer Review Lesson Plans

  • Embed VoiceThread in the Blog


Questioning strategies

Questioning Strategies

  • Quick Write- List 5 questioning strategies to keep in mind when having classroom discussions with students.


What types of questions can we ask

What types of questions can we ask?

  • Essential (deep, significant and overarching)

  • Clarification (to gain additional information)

  • Organizing and Planning Questions (establish process or check understanding)

  • Probing (Get students to explore deeper)

  • Divergent (Open-ended with more than one right answer)

    http://fno.org/nov97/toolkit.html


What s it look like

What’s it look like?

  • Watch the video

  • What do you see the teacher doing?

  • Identify the different questioning techniques and the questioning strategies

    http://learner.org/vod/vod_window.html?pid=1892 (#6, 22:30, 34:00)


C i 204 lesson design

Discovery

Problem-centered

Inquiry

Indirect Instruction

Constructivistm

Student-led

Project-centered

Inductive

Student-Centered Instruction


C i 204 lesson design

Indirect

  • Characteristics

  • Teachers provide students with access to information

  • Emphasis on experiential learning

  • Often involves real world problems and concepts

  • Relies on use of print, non-print, and human resources

  • Rarely a single correct answer

  • Teachers work and learn with students

  • Students make decisions about their own learning

  • More control over pacing


C i 204 lesson design

Indirect

Works best when:

Thinking outcome are desired

Process is as important as product

Need is to investigate or discover

More than one appropriate answer

Focus is personalized understanding & long-term retention


C i 204 lesson design

Indirect

Advantages

High level of student involvement

Takes advantage of student interests and curiosity

Offers diverse possibilities

Reduces fear of incorrect answers

Deeper understanding of content

Fosters creativity and interpersonal skills

Disadvantages

Time consuming

Outcomes less predictable


What s your intent

What’s your intent?

Direct Instruction

  • Facts, rules, action sequences

  • Remembering, understanding , and applying

Indirect Instruction

  • Concepts, patterns, abstractions

  • Analyzing, evaluating, creating

Must consider student ability and available resources


C i 204 lesson design

  • Directinstruction can fail because of student passivity and boredom.

  • Indirectinstruction may fail because the teacher does not:

    • Define the tasks.

    • Provide adequate structure and monitoring.

    • Hold students accountable.

Consider combining both strategies


Indirect instruction in the classroom

Indirect Instruction in the Classroom

  • Writer’s Workshop

  • Centers

  • Inquiry

  • Projects

    http://www.learner.org/vod/vod_window.html?pid=1732


C i 204 lesson design

Some critics say that direct instruction stifles students and limits teacher creativity because it is systematic and scripted. Others say that indirect instruction is too time consuming and unproductive in this day and age of standard testing and accountability. What do you think?


Lesson plan peer review

Lesson Plan Peer Review

  • Find the people who have the same candy as you

  • Discuss your lesson plans

    • Do your objective and your assessments match?

    • Are the steps clear

    • How might you pose your questions

    • Does your time seem reasonable?

    • If you need transitions. How will you do it?

    • What questions do you have?


Next time

Next Time

  • Blog Post #4 due on Wednesday, November 2

  • Read Ch. 4, Differentiating Instruction for Diverse Learners


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