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Chapter Nine

Chapter Nine. Planning for Learning. Key to Remember. It is possible to use Multiple opinions, approaches to designing activities Think Differentiated Instruction. Questions you should ask. 1. What is your desired result?. Questions you should ask. What are the targeted performances.

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Chapter Nine

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  1. Chapter Nine Planning for Learning rospenda chapter 9 wiggins

  2. Key to Remember • It is possible to use Multiple opinions, approaches to designing activities • Think Differentiated Instruction rospenda chapter 9 wiggins

  3. Questions you should ask • 1. What is your desired result? rospenda chapter 9 wiggins

  4. Questions you should ask • What are the targeted performances rospenda chapter 9 wiggins

  5. Questions you should ask • What instructional approaches will help achieve the goals? rospenda chapter 9 wiggins

  6. Questions you should ask • What do the students need to achieve the result? rospenda chapter 9 wiggins

  7. Questions you should ask • What is the best use of your time with the students? rospenda chapter 9 wiggins

  8. See UbD Matrix p. 193-94 for detailed descriptions rospenda chapter 9 wiggins

  9. Engaging Lesson Design • Thought provoking • Fascinating • Energizing • It makes sense to try hard rospenda chapter 9 wiggins

  10. Effective Lesson Design • Learners become • Productive • Perform to high standards • Surpass expectations • Develop skill • Self Reflection rospenda chapter 9 wiggins

  11. Questions to ask about the students • When are the kids engaged in and out of school • Why • What keeps them going • How does the activity transfer • ****Hint “Needs satisfaction”**** rospenda chapter 9 wiggins

  12. When is a student most productive? • Hands on? • Mysterious problems? • Variety? • Choices? • ***Hint- get into the student Quality World*** become important to the student rospenda chapter 9 wiggins

  13. Characteristics of good designsAsk these questions of yourself • Are the performance goals clear? • Are there explicit challenges? • Is it hands on • Is it minimally front end loaded • DI/ Teacher sage on the stage • Are important questions, issues raised? • Real world applications? rospenda chapter 9 wiggins

  14. Characteristics of good designsAsk these questions of yourself • Relevant feedback? • Personalized? • Clear models? • Time for focused reflection? • Lots of teaching methods? • Is the environment safe? • Are you a facilitator or info giver? rospenda chapter 9 wiggins

  15. Characteristics of good designsAsk these questions of yourself • Is there a big picture/ reason for work provided? • Is this an immersion experience? • Education vs. Schoolwork rospenda chapter 9 wiggins

  16. An example of an experience:Rube Goldberg Contest • Standard: Integration of Knowledge and Ideas • RST.6-8.7., 8., 9 • Question: • What would you need to know if you wanted to be a Scientist/Engineer • How would you know that you knew it? • How could you teach this invention to someone else? rospenda chapter 9 wiggins

  17. Assumptions by Mr. R. • You work on this project each day at home • You show evidence of your progress with pictures, videos, or photos • You are asking questions each day rospenda chapter 9 wiggins

  18. Lesson Plan:Day one Carousal learning, intro • Present Rube Goldberg videos • Why are these things crazy • How did an engineer put this together • What science is working in the video • What would you like to know about this invention • How does this work in REAL life? • What crazy, funny inventions come to your mind? • No violence, must meet Responsible, Respectful, Safe rospenda chapter 9 wiggins

  19. http://www.youtube.com/watch?v=_lGkqZLgWHQ • http://www.youtube.com/watch?v=lNTTxlPifds&NR=1 • http://www.youtube.com/watch?v=ZFzumAZAGMs&feature=related rospenda chapter 9 wiggins

  20. Rube Goldberg ContestDay 2. • Your invention must: • Have 5-8 steps • Show how science works • Answer a question of your choice • How to build a better mouse trap • How to mash potatoes • Should be able to be used in real life outside of school • Prove that it works • Have data and a design model so someone else can use it rospenda chapter 9 wiggins

  21. Rube Goldberg Day 3 • Form groups: • Can you work with these two kids? • What will it look like? • How will you know? • How will I know? • What behaviors- observable can I see? • Teacher has the last word if you can’t decide • Discuss behavior, practice behavior, dissect behavior rospenda chapter 9 wiggins

  22. Rube Goldberg Day 4-5-6 • By the end of day 4- Have: • Idea • Sketch • Parts list • Written proposal • Explanation of the project ( verbal and written) ***Bring examples of projects past, videos,*** Invite an Engineer to class rospenda chapter 9 wiggins

  23. Rube GoldbergDay 5 • By the end of day 5 you should have: • Parts in class • List of who is doing what at home • Beginning stages of building • Written questions: • How? • What if? • ***Highlight examples of appropriate teamwork, progress. • *** discuss with kids*** rospenda chapter 9 wiggins

  24. Rube GoldbergDay 6 • By the end of day 6, you should have: • Written paper • Praise, polish, question regarding our progress • How can we get better, even better • ***discuss how this work is education vs. schoolwork*** • Discuss “How do scientists work?” • Homework: Interview an older person- “What is science all about? How has science changed since you were in school? “ rospenda chapter 9 wiggins

  25. Day 7-8-9 • Day 7- Continue to build • Show your project on a chart • Develop/Write your presentation in paragraph form rospenda chapter 9 wiggins

  26. Day 8 • Finish building • Make it high quality • Colorful • Fun? • Interesting? • Finish Presentation • Does everyone speak even a little? • Does everyone have a job • Can everyone explain how science and engineering work rospenda chapter 9 wiggins

  27. Day 9 • Practice the invention • Tweak it for problems • Fill out the praise polish and question sheet somehow • Sentences • Pictures • Paragraphs • Other rospenda chapter 9 wiggins

  28. How will Mr. R know that you learned something? • Answer these questions • How is an engineer different from a carpenter • What school skills help you in science/engineering • Where else can you use your invention? • What did you experience? More than I had fun. • What data did you keep? Why was it important? rospenda chapter 9 wiggins

  29. How will Mr. R know you learned something? • You have an invention • You worked on it with each other • You can tell me, show me, present to me, what you did by yourself • You can tell me how you would change the invention rospenda chapter 9 wiggins

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