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Conceptually-based Lessons: Guided Tours and Inductive Expeditions in Learning

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Conceptually-based Lessons: Guided Tours and Inductive Expeditions in Learning

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    1. 1 Conceptually-based Lessons: Guided Tours and Inductive Expeditions in Learning Dr. Janice Wiley, Deputy Director Instructional Support Services Hermelinda Hesbrook, Administrator Office of Curriculum, Instruction & Assessment

    2. 2 Trainers Notes: View this clip and discuss the implications as a foundation for conceptual-based instruction and collaborative learning.Trainers Notes: View this clip and discuss the implications as a foundation for conceptual-based instruction and collaborative learning.

    3. 3 Trainers notes: We ask ourselves Are we there yet? as we continue on our journey towards successful students academic achievement. By the end of this presentation you will get an overview of the lessons written for the curriculum collaborative. The lessons for todays presentation have been through refinement. We are currently working to complete the lessons for this coming year. These lessons will go through refinement in April and May so they can be ready for the upcoming school year. We are excited about what has been accomplished for the students of the state of Texas. We are well on our journey of impacting not just the region but the state with these units. So lets get started on the journey so you get the opportunity of seeing these lessons. Next slideTrainers notes: We ask ourselves Are we there yet? as we continue on our journey towards successful students academic achievement. By the end of this presentation you will get an overview of the lessons written for the curriculum collaborative. The lessons for todays presentation have been through refinement. We are currently working to complete the lessons for this coming year. These lessons will go through refinement in April and May so they can be ready for the upcoming school year. We are excited about what has been accomplished for the students of the state of Texas. We are well on our journey of impacting not just the region but the state with these units. So lets get started on the journey so you get the opportunity of seeing these lessons. Next slide

    4. 4 Trainers notes: Let us quickly review the idea of what is a concept. Remember that: A concept is an organizing idea; a mental construct that is timeless, universal, and abstract. A concept can be represented by 1 or 2 words and examples share common attributes. The key concepts were pulled from the TEKS in order to then develop the Key Understandings. Next slideTrainers notes: Let us quickly review the idea of what is a concept. Remember that: A concept is an organizing idea; a mental construct that is timeless, universal, and abstract. A concept can be represented by 1 or 2 words and examples share common attributes. The key concepts were pulled from the TEKS in order to then develop the Key Understandings. Next slide

    5. Lynn Erickson, Used with permission. 5 Trainers notes: Generalizations are Key Understandings. Key Understandings have two or more concepts creating conceptual ideas that transfer and develop deep understanding. Next slideTrainers notes: Generalizations are Key Understandings. Key Understandings have two or more concepts creating conceptual ideas that transfer and develop deep understanding. Next slide

    6. Lynn Erickson, Used with permission. 6 Trainers notes: Key Understandings are understandings that we want our students to take with them and be able to use across content areas and over time. They are summaries of thought. When we write Key Understandings, we must use present tense verbs only. Proper nouns, personal nouns, and pronouns also are not allowed. You will be revisiting this information in the next activity to write some Key Understandings. Examples: MATH The placement of a number determines its value. SCIENCE Organisms adapt to changing environments. SOCIAL STUDIES Societies structure political systems to meet their needs. ELA- (Thematic-Prejudice & Perseverance)-Empowerment fosters alienation of certain groups. (Writers craft)-Mood and tone enhance plot development and promote understanding. Next slide Trainers notes: Key Understandings are understandings that we want our students to take with them and be able to use across content areas and over time. They are summaries of thought. When we write Key Understandings, we must use present tense verbs only. Proper nouns, personal nouns, and pronouns also are not allowed. You will be revisiting this information in the next activity to write some Key Understandings. Examples: MATH The placement of a number determines its value. SCIENCE Organisms adapt to changing environments. SOCIAL STUDIES Societies structure political systems to meet their needs. ELA- (Thematic-Prejudice & Perseverance)-Empowerment fosters alienation of certain groups. (Writers craft)-Mood and tone enhance plot development and promote understanding. Next slide

    7. 7 An evolving concept-based curriculum invites all stakeholders on a journey to student success. Trainers notes: Read the Key Understanding. Ask participants to identify the concepts and decide if this is a Key Understanding. Concepts identified: Concept-based curriculum stakeholders journey students success Next slideTrainers notes: Read the Key Understanding. Ask participants to identify the concepts and decide if this is a Key Understanding. Concepts identified: Concept-based curriculum stakeholders journey students success Next slide

    8. 8 Trainers notes: Read slide to participants. Afterwards, have tables discuss: What does this say about our current education system? Have some tables share their thoughts with the entire group. Inform participants that this excerpt is from a recently published article in TIME magazine. In the next activity, they will read the article using a jigsaw activity. Next slide Trainers notes: Read slide to participants. Afterwards, have tables discuss: What does this say about our current education system? Have some tables share their thoughts with the entire group. Inform participants that this excerpt is from a recently published article in TIME magazine. In the next activity, they will read the article using a jigsaw activity. Next slide

    9. 9 Trainers notes: Tell participants that they will be reading the article using the jigsaw strategy. Review the slide with the participants. After reviewing the directions, click to the next slide so they may see the questions as they are reading their section. Allow approximately 40 minutes for this activity. Next slideTrainers notes: Tell participants that they will be reading the article using the jigsaw strategy. Review the slide with the participants. After reviewing the directions, click to the next slide so they may see the questions as they are reading their section. Allow approximately 40 minutes for this activity. Next slide

    10. 10 Trainers notes: Display this slide as participants are reading their sections. When expert pairs return to their tables, click to next slide. Next slide Trainers notes: Display this slide as participants are reading their sections. When expert pairs return to their tables, click to next slide. Next slide

    11. 11 Trainers notes: Remind participants about the last step of the jigsaw activity. As a group, think of at least two concepts and develop a Key Understanding that could be used as the title for this article. Read the reminders listed. Give groups time to develop Key Understandings and have some people share information with the entire group. Next slide Trainers notes: Remind participants about the last step of the jigsaw activity. As a group, think of at least two concepts and develop a Key Understanding that could be used as the title for this article. Read the reminders listed. Give groups time to develop Key Understandings and have some people share information with the entire group. Next slide

    12. 12 Trainers notes: Inform participants that this is the citation for the article they just read. If their districts are part of the Region One Media Co-op, they have free access to this article at the link displayed. Next slideTrainers notes: Inform participants that this is the citation for the article they just read. If their districts are part of the Region One Media Co-op, they have free access to this article at the link displayed. Next slide

    13. 13 Trainers notes: This journey has taken you through the process of: knowing what your Texas Essential Knowledge and Skills statements are and what you have to teach, acquainting you with the Vertical Alignment Documents, which gives you the scope for the year, relating the specificities of the Instructional Focus Documents so that interpretations of the TEKS strand and student expectations are the same across the state and students are not left behind, providing the unit framework with all the components of concept-based instruction which gives you the components of the lesson, and providing the scripted lesson plan with lessons that tie to the Key Understandings so students can ultimately develop that Key Understanding. Next slide.Trainers notes: This journey has taken you through the process of: knowing what your Texas Essential Knowledge and Skills statements are and what you have to teach, acquainting you with the Vertical Alignment Documents, which gives you the scope for the year, relating the specificities of the Instructional Focus Documents so that interpretations of the TEKS strand and student expectations are the same across the state and students are not left behind, providing the unit framework with all the components of concept-based instruction which gives you the components of the lesson, and providing the scripted lesson plan with lessons that tie to the Key Understandings so students can ultimately develop that Key Understanding. Next slide.

    14. 14 Trainers notes: This curriculum began with the Texas Essential Knowledge and Skills (TEKS), but as previously presented, the TEKS were sometimes vague and too broad to assist in instruction. Next slide.Trainers notes: This curriculum began with the Texas Essential Knowledge and Skills (TEKS), but as previously presented, the TEKS were sometimes vague and too broad to assist in instruction. Next slide.

    15. 15 Trainers notes: As a result, the Vertical Alignment Documents (VADs) were developed. These documents list all of the student expectations with added specificity. It is the document the curriculum developers use to plan the focus of the curriculum and the units of instruction. Next slideTrainers notes: As a result, the Vertical Alignment Documents (VADs) were developed. These documents list all of the student expectations with added specificity. It is the document the curriculum developers use to plan the focus of the curriculum and the units of instruction. Next slide

    16. 16 Trainers notes: The next documents developed were the Instructional Focus Documents (IFDs). These documents provide the scope and sequence that determines what will be taught each six weeks. The IFDs contain the identified concepts for the TEKS/student expectations. Next slide. Trainers notes: The next documents developed were the Instructional Focus Documents (IFDs). These documents provide the scope and sequence that determines what will be taught each six weeks. The IFDs contain the identified concepts for the TEKS/student expectations. Next slide.

    17. 17 Trainers notes: Once the IFDs for the entire school year were completed, the unit frameworks were developed. These unit frameworks are accessible from the Curriculum Developer. The unit framework lists the: TEKS, concepts, key understandings, guiding questions, performance indicators, critical content, key skills and processes, vocabulary for the unit, required resources/materials list of attachments. sequence of lessons with descriptions, The unit has the links to access the lesson frameworks. Next slide. Trainers notes: Once the IFDs for the entire school year were completed, the unit frameworks were developed. These unit frameworks are accessible from the Curriculum Developer. The unit framework lists the: TEKS, concepts, key understandings, guiding questions, performance indicators, critical content, key skills and processes, vocabulary for the unit, required resources/materials list of attachments. sequence of lessons with descriptions, The unit has the links to access the lesson frameworks. Next slide.

    18. 18 Trainers notes: So are we there yet? Almost. Today you will get a preview of some of the lessons for each content area. We will continue our journey after the rest stop. Next slideTrainers notes: So are we there yet? Almost. Today you will get a preview of some of the lessons for each content area. We will continue our journey after the rest stop. Next slide

    19. 19 Trainers notes: Take a rest stop for about 15 minutes. Next slide Trainers notes: Take a rest stop for about 15 minutes. Next slide

    20. 20 Models of Teaching and Learning UmWhat should I do? Trainers notes: Today we will introduce two teaching and learning models a teacher can utilize in teaching. It will you as participants to understand the inductive and deductive approaches of teaching and learning that will be discussed in detail later on in todays presentation. Participants need only be told that they are going to experience the two approaches. Next slideTrainers notes: Today we will introduce two teaching and learning models a teacher can utilize in teaching. It will you as participants to understand the inductive and deductive approaches of teaching and learning that will be discussed in detail later on in todays presentation. Participants need only be told that they are going to experience the two approaches. Next slide

    21. 21 Science Lesson A Trainers notes: Background information: The student knows that matter has physical properties. TEK: 5.7A, 5.7B, 5.7C The participants will assume the role of 5th grade elementary students who are being introduced to the concepts of solutions and mixtures. The presenter will assume the role of the classroom teacher and teach the activity. Materials: Each student will need a graphic organizer with two columns. One column is labeled Example. The other column is labeled Non-Example. Say to the students: I am thinking about a special kind of mixture. Please listen to the clues and determine the type of special mixture I have in mind. Lets look at the following items. Enter each item as an Example or a Non-Example on your graphic organizer. Please do not tell the students the goal. The goal of the activity is for students to learn the attributes of a solution, which is a special type of mixture, and develop their own criteria for distinguishing a solution from a heterogeneous mixture. Next slide Trainers notes: Background information: The student knows that matter has physical properties. TEK: 5.7A, 5.7B, 5.7C The participants will assume the role of 5th grade elementary students who are being introduced to the concepts of solutions and mixtures. The presenter will assume the role of the classroom teacher and teach the activity. Materials: Each student will need a graphic organizer with two columns. One column is labeled Example. The other column is labeled Non-Example. Say to the students: I am thinking about a special kind of mixture. Please listen to the clues and determine the type of special mixture I have in mind. Lets look at the following items. Enter each item as an Example or a Non-Example on your graphic organizer. Please do not tell the students the goal. The goal of the activity is for students to learn the attributes of a solution, which is a special type of mixture, and develop their own criteria for distinguishing a solution from a heterogeneous mixture. Next slide

    22. 22 Trainers notes: The students will use the graphic organizer found in the participants section on page 1 for the science lesson activity. Next slideTrainers notes: The students will use the graphic organizer found in the participants section on page 1 for the science lesson activity. Next slide

    23. 23 Salt water and Kool-aid are examples. Trainers notes: The students will write these examples on the example column. Say to the students: Write down salt water and Kool-aid on the example column on your paper. These two are examples of the special type of mixture. Next slideTrainers notes: The students will write these examples on the example column. Say to the students: Write down salt water and Kool-aid on the example column on your paper. These two are examples of the special type of mixture. Next slide

    24. 24 Italian salad dressing and fresh-squeezed orange juice are non-examples. Trainers notes: The students will write their answers on the graphic organizer in the non-example column. Say to the students: Write down Italian salad dressing and fresh-squeezed orange juice in the non-example column. These two are non-examples of the special type of mixture. Next slideTrainers notes: The students will write their answers on the graphic organizer in the non-example column. Say to the students: Write down Italian salad dressing and fresh-squeezed orange juice in the non-example column. These two are non-examples of the special type of mixture. Next slide

    25. 25 Chocolate Chip Cookie? Trainers notes: Ask participants to choose whether this item represents an example or non-example, and write it down in the appropriate column of their own paper. Ask the students: Is a chocolate chip cookie an example or a non-example of the special type of mixture? Answer: This item is a non-example of the special type of mixture. Next slideTrainers notes: Ask participants to choose whether this item represents an example or non-example, and write it down in the appropriate column of their own paper. Ask the students: Is a chocolate chip cookie an example or a non-example of the special type of mixture? Answer: This item is a non-example of the special type of mixture. Next slide

    26. 26 Soft drink? Trainers notes: Ask participants to choose whether this item represents an example or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Are the soft drinks an example or a non-example of the special type of mixture? Answer: A soft drink is an example of the special type of mixture. Next slideTrainers notes: Ask participants to choose whether this item represents an example or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Are the soft drinks an example or a non-example of the special type of mixture? Answer: A soft drink is an example of the special type of mixture. Next slide

    27. 27 Tomato Soup? Trainers notes: [Online Image] Available seattlebonvivant.typepad.com/.../index.html, January 30, 2007. Ask participants to choose whether this item represents an example, or a non-example and write it down in the appropriate column of their own paper. Ask the students: Is the tomato soup an example or a non-example of the special type of mixture? Answer: The tomato soup is an example of the special type of mixture. Next slideTrainers notes: [Online Image] Available seattlebonvivant.typepad.com/.../index.html, January 30, 2007. Ask participants to choose whether this item represents an example, or a non-example and write it down in the appropriate column of their own paper. Ask the students: Is the tomato soup an example or a non-example of the special type of mixture? Answer: The tomato soup is an example of the special type of mixture. Next slide

    28. 28 Chocolate Milk? Trainers notes: Ask participants to choose whether this item represents an example, or a non-example and write it down in the appropriate column of their own paper. Ask the students: Is the chocolate milk an example or a non-example of the special type of mixture? Answer: The chocolate milk is an example of the special type of mixture. Then ask the students if they have any ideas as to what the examples might be. Tell them to notice the attributes of the examples. List any ideas in the idea section. Next slideTrainers notes: Ask participants to choose whether this item represents an example, or a non-example and write it down in the appropriate column of their own paper. Ask the students: Is the chocolate milk an example or a non-example of the special type of mixture? Answer: The chocolate milk is an example of the special type of mixture. Then ask the students if they have any ideas as to what the examples might be. Tell them to notice the attributes of the examples. List any ideas in the idea section. Next slide

    29. 29 Chicken Noodle Soup? Trainers notes: Ask participants to choose whether this item represents an example, or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Is the chicken noodle soup an example or a non-example of the special type of mixture? Answer: The chicken noodle soup is a non-example of the special type of mixture. Next slideTrainers notes: Ask participants to choose whether this item represents an example, or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Is the chicken noodle soup an example or a non-example of the special type of mixture? Answer: The chicken noodle soup is a non-example of the special type of mixture. Next slide

    30. 30 Chunky Applesauce? Trainers notes: Ask participants to choose whether this item represents an example or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Is the chunky applesauce an example or a non-example of the special type of mixture? Answer: The chunky applesauce is a non-example of the special type of mixture. Next slideTrainers notes: Ask participants to choose whether this item represents an example or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Is the chunky applesauce an example or a non-example of the special type of mixture? Answer: The chunky applesauce is a non-example of the special type of mixture. Next slide

    31. 31 Coffee? Trainers notes: Ask participants to choose whether this item represents an example or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Is the coffee an example or a non-example of the special type of mixture? Answer: Coffee goes in the example column of the special type of mixture. Next slideTrainers notes: Ask participants to choose whether this item represents an example or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Is the coffee an example or a non-example of the special type of mixture? Answer: Coffee goes in the example column of the special type of mixture. Next slide

    32. 32 Dirt? Trainers notes: Ask participants to choose whether this item represents an example or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Is dirt an example or a non-example of the special type of mixture? Answer: Dirt goes in the non-example column. Next slide Trainers notes: Ask participants to choose whether this item represents an example or a non-example, and write it down in the appropriate column of their own paper. Ask the students: Is dirt an example or a non-example of the special type of mixture? Answer: Dirt goes in the non-example column. Next slide

    33. 33 Trainers notes: Show the students the slide with the graphic organizer. The items have been classified under the example or non-example headings. Then ask the students: What are the similarities or differences in appearance of the Examples? What do these Examples have in common? Is it possible to tell the Examples from the Non-examples based on their appearance? What other attributes might help you distinguish the Examples from the Non-examples? Do you have any ideas about what the special type of mixture might be? Record answers if they have any on the ideas column. Guide the participants to the idea that the Examples and Non-examples may be distinguished on the basis of the uniform or non-uniform appearance or other properties of the special type of mixture. Ask what other essential attributes can we state that will help us find what the special type of mixture it is? For example, the tomato soup and chocolate milk (although different in color) appear uniform; however, the chocolate chip cookie, the chicken noodle soup, and the dirt are non-uniform in appearance. Also point out that they can visibly identify the various components in these mixtures. Therefore, a chocolate chip cookie, chicken noodle soup, and dirt are examples of a plain mixture. Then proceed by asking: What should we label the examples, and the non-examples? In their own group, ask them to creatively think of a list of criteria for identifying the concept that represents the special type of mixture. Someone may guess what it is. If not give them the answer. A solution is the special type of mixture and is based on the properties they see for the examples. They will use their criteria when they do the lab activity on solutions and mixtures the following day. Next slide Trainers notes: Show the students the slide with the graphic organizer. The items have been classified under the example or non-example headings. Then ask the students: What are the similarities or differences in appearance of the Examples? What do these Examples have in common? Is it possible to tell the Examples from the Non-examples based on their appearance? What other attributes might help you distinguish the Examples from the Non-examples? Do you have any ideas about what the special type of mixture might be? Record answers if they have any on the ideas column. Guide the participants to the idea that the Examples and Non-examples may be distinguished on the basis of the uniform or non-uniform appearance or other properties of the special type of mixture. Ask what other essential attributes can we state that will help us find what the special type of mixture it is? For example, the tomato soup and chocolate milk (although different in color) appear uniform; however, the chocolate chip cookie, the chicken noodle soup, and the dirt are non-uniform in appearance. Also point out that they can visibly identify the various components in these mixtures. Therefore, a chocolate chip cookie, chicken noodle soup, and dirt are examples of a plain mixture. Then proceed by asking: What should we label the examples, and the non-examples? In their own group, ask them to creatively think of a list of criteria for identifying the concept that represents the special type of mixture. Someone may guess what it is. If not give them the answer. A solution is the special type of mixture and is based on the properties they see for the examples. They will use their criteria when they do the lab activity on solutions and mixtures the following day. Next slide

    34. 34 Science Lesson B Trainers notes: Tell the participants that now you will describe another way to teach the concept of solution and that this approach will require the participants (students) to think deductively. Next slideTrainers notes: Tell the participants that now you will describe another way to teach the concept of solution and that this approach will require the participants (students) to think deductively. Next slide

    35. 35 Salt water and Kool-aid are examples of solutions. Trainers notes: Show students salt water and the Kool-aid, and tell them that these are examples of solutions. The students will write these examples in the example column. Next slideTrainers notes: Show students salt water and the Kool-aid, and tell them that these are examples of solutions. The students will write these examples in the example column. Next slide

    36. 36 Italian salad dressing and fresh-squeezed orange juice are examples of plain mixtures. Trainers notes: Show students Italian salad dressing and fresh-squeezed orange juice, and tell them that these are examples of plain mixtures. Next slideTrainers notes: Show students Italian salad dressing and fresh-squeezed orange juice, and tell them that these are examples of plain mixtures. Next slide

    37. 37 Mixtures Trainers notes: Inform the students that if the item appears uniform in appearance it will be a solution. If the item appear non-uniform in appearance it is a plain mixture. Solutions are a special type of mixture. Now have students complete the table by identifying the following items as a solution or a plain mixture. Give the students the criteria for distinguishing a solution before the next days lab activity. Next slide Trainers notes: Inform the students that if the item appears uniform in appearance it will be a solution. If the item appear non-uniform in appearance it is a plain mixture. Solutions are a special type of mixture. Now have students complete the table by identifying the following items as a solution or a plain mixture. Give the students the criteria for distinguishing a solution before the next days lab activity. Next slide

    38. 38 Chocolate Chip Cookie? Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: This item is a plain mixture. Next slide.Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: This item is a plain mixture. Next slide.

    39. 39 Soft Drink? Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: Soft drink is a solution. Next slide.Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: Soft drink is a solution. Next slide.

    40. 40 Tomato Soup? Trainers notes: [Online Image] Available seattlebonvivant.typepad.com/.../index.html, January 30, 2007. Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: The tomato soup is a solution. Next slideTrainers notes: [Online Image] Available seattlebonvivant.typepad.com/.../index.html, January 30, 2007. Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: The tomato soup is a solution. Next slide

    41. 41 Chocolate Milk? Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: The chocolate milk is a solution. Next slideTrainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: The chocolate milk is a solution. Next slide

    42. 42 Chicken Noodle Soup? Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: The chicken noodle soup is a plain mixture. Next slideTrainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: The chicken noodle soup is a plain mixture. Next slide

    43. 43 Chunky Applesauce? Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: The chunky applesauce is a plain mixture. Next slideTrainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: The chunky applesauce is a plain mixture. Next slide

    44. 44 Coffee? Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: Coffee goes in the solutions column. Next slideTrainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: Coffee goes in the solutions column. Next slide

    45. 45 Dirt? Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: Dirt is in the plain mixtures column. Next slide Trainers notes: Ask participants to choose whether this item represents a solution or a plain mixture, and write it down in the appropriate column of their own paper. Answer: Dirt is in the plain mixtures column. Next slide

    46. 46 As a learner which approach did you prefer? Discuss the pros and cons of each approach at the table. Share with a neighbor on what you liked the most. Trainers notes: Background information: Have a discussion on the pros and cons of each approach. Write them on chart paper for all to see. Close this activity by telling participants that the strategy you used in the first lesson was the inductive reasoning model. It engaged students into formulating a concept through the use of illustrations of solutions and plain mixtures called examples and non-examples. Students who caught on to the concept before others were able to resolve the concept. They were then invited to suggest their own examples, while other students were still trying to form the concept. Help them to discuss the process they experienced through the inductive science lesson A. Use such questions as When did you realize that a particular characteristic was essential to the meaning of the concept? How did we eliminate a particular characteristic? Help them to understand the formation of concepts and to think about their thinking. For this reason, the inductive reasoning model is well suited to classroom use because all students can be challenged throughout the activity. With experience, children become skilled at identifying relationships in the examples to form the concept. This model may be used with almost any concept in all subjects. There should be a balance in selecting approaches to model a lesson. You cannot always teach the same way all the time. The balance involves utilizing as many strategies as possible. A Key Understanding that you want students to understand would be: All solutions are mixtures, but not all mixtures are solutions. Next slide. Trainers notes: Background information: Have a discussion on the pros and cons of each approach. Write them on chart paper for all to see. Close this activity by telling participants that the strategy you used in the first lesson was the inductive reasoning model. It engaged students into formulating a concept through the use of illustrations of solutions and plain mixtures called examples and non-examples. Students who caught on to the concept before others were able to resolve the concept. They were then invited to suggest their own examples, while other students were still trying to form the concept. Help them to discuss the process they experienced through the inductive science lesson A. Use such questions as When did you realize that a particular characteristic was essential to the meaning of the concept? How did we eliminate a particular characteristic? Help them to understand the formation of concepts and to think about their thinking. For this reason, the inductive reasoning model is well suited to classroom use because all students can be challenged throughout the activity. With experience, children become skilled at identifying relationships in the examples to form the concept. This model may be used with almost any concept in all subjects. There should be a balance in selecting approaches to model a lesson. You cannot always teach the same way all the time. The balance involves utilizing as many strategies as possible. A Key Understanding that you want students to understand would be: All solutions are mixtures, but not all mixtures are solutions. Next slide.

    47. 47 Trainers notes: Read the slide and have the participants answer the reflections. Next slideTrainers notes: Read the slide and have the participants answer the reflections. Next slide

    48. 48 Trainers notes: Rest stop. Next slideTrainers notes: Rest stop. Next slide

    49. 49 Trainers notes: The previous lessons were examples of inductive and deductive lessons based on the basic inductive and deductive models of reasoning. These models of teaching are really models of learning. The most important long term outcome of instruction is to increase the capability of students to learn more easily and effectively in the future, both because of the knowledge and skill that they have acquired and because they have mastered learning processes. (Joyce, B. & Weil, M.) The major role of teaching is to create powerful learners. Where do these models of learning/teaching come from? A model of teaching is a description of a learning environment. (What the classroom looks like, student and teacher behaviors, instructional sequence, etc.) The models of teaching/learning that the Curriculum Collaborative has chosen to follow are the deductive and inductive models. The next slides will explain the difference between the two. Next slideTrainers notes: The previous lessons were examples of inductive and deductive lessons based on the basic inductive and deductive models of reasoning. These models of teaching are really models of learning. The most important long term outcome of instruction is to increase the capability of students to learn more easily and effectively in the future, both because of the knowledge and skill that they have acquired and because they have mastered learning processes. (Joyce, B. & Weil, M.) The major role of teaching is to create powerful learners. Where do these models of learning/teaching come from? A model of teaching is a description of a learning environment. (What the classroom looks like, student and teacher behaviors, instructional sequence, etc.) The models of teaching/learning that the Curriculum Collaborative has chosen to follow are the deductive and inductive models. The next slides will explain the difference between the two. Next slide

    50. John Crain used with permission. 50 Trainers notes: Why do we need these instructional teaching and learning models? Lets refer back to a slide that Dr. John Crain shared during Day 3 and Day 4 of our Spot a Leader training for administrators. The assumptions that are made about instructional models and correlates them to an instructional system or Lesson cycle. Lesson Cycles are something that we are all very familiar with. Read only the first 3 bullets on the slide and elaborate. Bullet number one refers to the need to structure learning. Real learning does not occur with students unless there has been planning by the teacher. Fly by the seat of your pants planning will not get the results you want for your students. Bullet number two refers to the fact that any model or Lesson Cycle may not occur in just one day. It may take multiple days. Bullet number three refers to the fact that things occur that may not be part of the formal Lesson Cycle,. You as a teacher know those teachable moments that all of us have experienced. Next slide Trainers notes: Why do we need these instructional teaching and learning models? Lets refer back to a slide that Dr. John Crain shared during Day 3 and Day 4 of our Spot a Leader training for administrators. The assumptions that are made about instructional models and correlates them to an instructional system or Lesson cycle. Lesson Cycles are something that we are all very familiar with. Read only the first 3 bullets on the slide and elaborate. Bullet number one refers to the need to structure learning. Real learning does not occur with students unless there has been planning by the teacher. Fly by the seat of your pants planning will not get the results you want for your students. Bullet number two refers to the fact that any model or Lesson Cycle may not occur in just one day. It may take multiple days. Bullet number three refers to the fact that things occur that may not be part of the formal Lesson Cycle,. You as a teacher know those teachable moments that all of us have experienced. Next slide

    51. 51 Think about a lesson Introduction Trainers notes: Now lets think about how most of us start planning a lesson. We generally introduce the lesson in some fashion. Some people call it an anticipatory set, some a hook, some a focus, some an engage. We are setting up the learning for the students. After we set up the lesson and introduce some concepts, then we guide the students through some practice activities. After we have guided them, we let them practice this independently and then check through formal and/or informal methods whether they understand it or not. This should look very familiar to many in this room. This is the Madeline Hunter Lesson Cycle. Next slideTrainers notes: Now lets think about how most of us start planning a lesson. We generally introduce the lesson in some fashion. Some people call it an anticipatory set, some a hook, some a focus, some an engage. We are setting up the learning for the students. After we set up the lesson and introduce some concepts, then we guide the students through some practice activities. After we have guided them, we let them practice this independently and then check through formal and/or informal methods whether they understand it or not. This should look very familiar to many in this room. This is the Madeline Hunter Lesson Cycle. Next slide

    52. 52 The Lesson Cycle Lesson Objective(s) Focus Activity Explanation Checking For Understanding Plans for Monitoring/Adjusting Guided Practice Activity(s) Independent Practice Correctives/ Extension Closure Trainers notes: This slide reviews the elements that are contained in the Madeline Hunter Lesson Cycle. The thing to consider though with this cycle (which is still beneficial for some of our instruction) is that this type of lesson is teacher-centered versus student-centered. The teacher has everything already planned for the student. We are handing them a map. Next slideTrainers notes: This slide reviews the elements that are contained in the Madeline Hunter Lesson Cycle. The thing to consider though with this cycle (which is still beneficial for some of our instruction) is that this type of lesson is teacher-centered versus student-centered. The teacher has everything already planned for the student. We are handing them a map. Next slide

    53. 53 The Most Common Teaching Pattern The Guided Tour Providing information Verifying information Applying information Trainers notes: In other words the teachers are the tour guides for the students. Bullet 1 Providing information We are planning the trip with all the information that they will need. Bullet 2 Verifying Information We are making sure the students are understanding by constantly checking and through guided practice. It is like we are on a tour bus and we are constantly counting heads, making sure everyone has their tickets for the event, etc. Bullet 3 Applying Information As teachers, then we allow them to apply some of the information that they have learned through some form of evaluation. It is like the tour guide at the end asking What did you do? thus verifying if the things on the itinerary were followed. Next slideTrainers notes: In other words the teachers are the tour guides for the students. Bullet 1 Providing information We are planning the trip with all the information that they will need. Bullet 2 Verifying Information We are making sure the students are understanding by constantly checking and through guided practice. It is like we are on a tour bus and we are constantly counting heads, making sure everyone has their tickets for the event, etc. Bullet 3 Applying Information As teachers, then we allow them to apply some of the information that they have learned through some form of evaluation. It is like the tour guide at the end asking What did you do? thus verifying if the things on the itinerary were followed. Next slide

    54. 54 Teaching/Learning Models Trainers notes: So, how do I change as a teacher or add things to my tool box to enhance the learning of my students? The curriculum collaborative units have given teachers the opportunity to add things to their tool box by designing lessons based on two different teaching/learning models. Upon viewing the lessons you will see both deductive and inductive lessons. (There will be variance of the models within the disciplines.) This slide depicts visually the major difference between the two. The deductive model usually focuses on subject concepts and specifically the students understanding the rule or definition about the topic of the lesson. Example: In Social Studies: The concept of Democracy( The Big Idea) The rule might be that Democracy is government of the people by the people. All concept rules are defined by their attributes. So the students would receive a list of all the attributes of a democracy from the teacher through examples. (Specifics) The inductive model works backwards. The teacher would provide students the opportunity to explore through research, primary sources, etc different examples of government (perhaps with an advanced organizer) with the students themselves discovering the attributes of each type of government. (Specifics) Based on their discoveries, the students come up with their own rule about democracy. (The Big Idea) Next slide.Trainers notes: So, how do I change as a teacher or add things to my tool box to enhance the learning of my students? The curriculum collaborative units have given teachers the opportunity to add things to their tool box by designing lessons based on two different teaching/learning models. Upon viewing the lessons you will see both deductive and inductive lessons. (There will be variance of the models within the disciplines.) This slide depicts visually the major difference between the two. The deductive model usually focuses on subject concepts and specifically the students understanding the rule or definition about the topic of the lesson. Example: In Social Studies: The concept of Democracy( The Big Idea) The rule might be that Democracy is government of the people by the people. All concept rules are defined by their attributes. So the students would receive a list of all the attributes of a democracy from the teacher through examples. (Specifics) The inductive model works backwards. The teacher would provide students the opportunity to explore through research, primary sources, etc different examples of government (perhaps with an advanced organizer) with the students themselves discovering the attributes of each type of government. (Specifics) Based on their discoveries, the students come up with their own rule about democracy. (The Big Idea) Next slide.

    55. 55 Basic Deductive Reasoning Teaching/Learning Model Trainers notes: This introduces the Deductive Reasoning Teaching/Learning Model Next slideTrainers notes: This introduces the Deductive Reasoning Teaching/Learning Model Next slide

    56. 56 Trainers notes: Read the quote from the slide. Next slideTrainers notes: Read the quote from the slide. Next slide

    57. 57 Trainers notes: Read the slide and elaborate if necessary. Next slideTrainers notes: Read the slide and elaborate if necessary. Next slide

    58. 58 Basic Deductive Reasoning Teaching/Learning Model Present/Review the Key Understanding and link to previous content, clarifying understanding. Illustrate with examples (and non-examples) Establish personal need to pursue the meaning of the Key Understanding or to form a hypothesis. Big Idea Examples Trainers notes: Now we are going to explore the deductive reasoning teaching/learning model in more detail. Read the bullet and elaborate: Present/Review: The teacher begins the lesson with the concept. This is what we are going to be learning about today. There may be a link to a previous days learning Examples/non examples: The teacher provides some examples which prove the concept. Personal Need The teacher through questioning of the students starts identifying the critical attributes or non-critical attributes of the concepts and assists the students in forming a Key Understanding or hypothesis. Laying the basis for wanting to find out more about the concept and finding out if the key understanding or hypothesis is true. Real life examples should be given to connect the students on a personal level. Next slide. Trainers notes: Now we are going to explore the deductive reasoning teaching/learning model in more detail. Read the bullet and elaborate: Present/Review: The teacher begins the lesson with the concept. This is what we are going to be learning about today. There may be a link to a previous days learning Examples/non examples: The teacher provides some examples which prove the concept. Personal Need The teacher through questioning of the students starts identifying the critical attributes or non-critical attributes of the concepts and assists the students in forming a Key Understanding or hypothesis. Laying the basis for wanting to find out more about the concept and finding out if the key understanding or hypothesis is true. Real life examples should be given to connect the students on a personal level. Next slide.

    59. 59 Basic Deductive Reasoning Teaching and Learning Model Research/Investigate to find more examples to support generalization from a variety of sources. Check assumptions, share and verify the main ideas in findings and share important examples. Relate to generalization. Clarify any misconceptions or problems. Trainers notes: Read bullets and elaborate: 4) Research/Investigate: The students then start looking for more examples on their own. It may be through cooperative learning, research activities, experiments, worksheets, etc Check assumptions: The teacher then evaluates whether the students have formed the correct Key Understanding about the concept. This may be done formally or informally through presentations, tests, etc. Clarify: In this last step, the teacher will come back around to the concept or key understanding. This is often done through some closure activity. It allows the teacher to know if the students understand the concept that was presented and affords the teacher the opportunity to clear up any misconceptions or problems. Next slide.Trainers notes: Read bullets and elaborate: 4) Research/Investigate: The students then start looking for more examples on their own. It may be through cooperative learning, research activities, experiments, worksheets, etc Check assumptions: The teacher then evaluates whether the students have formed the correct Key Understanding about the concept. This may be done formally or informally through presentations, tests, etc. Clarify: In this last step, the teacher will come back around to the concept or key understanding. This is often done through some closure activity. It allows the teacher to know if the students understand the concept that was presented and affords the teacher the opportunity to clear up any misconceptions or problems. Next slide.

    60. 60 Application of Basic Deductive Reasoning Teaching/Learning Model Includes: Teaching simple concepts without much difficulty Emphasizing lower levels of Blooms Taxonomy Setting parameters; teacher centered The teacher forming the Key Understanding about the concept taught The teacher being in command of the learning situation Trainers notes: Ask the participants: When would be a good time to use the deductive reasoning teaching/learning model? Read Bullets and elaborate: Simple concepts such as the swan dive, diagramming sentences, following directions in cutting out a shirt, etc Emphasizes the lower levels of the Revised Blooms Taxonomy. The teacher identifies the Key Understanding and through the Lesson Cycle attempts to get students to reach an understanding. The teacher guides the students throughout the Lesson Cycle so parameters are set. She/he is in command of the learning situation. In essence, it is an efficient way to organize and present material that is easy to understand or already understood. The basic deductive reasoning teaching/learning model is a necessary but not sufficient instructional tool. To be without this effective strategy is a handicap because the steps provide a framework for instructional design, but to use this model exclusively is deadening. Next slideTrainers notes: Ask the participants: When would be a good time to use the deductive reasoning teaching/learning model? Read Bullets and elaborate: Simple concepts such as the swan dive, diagramming sentences, following directions in cutting out a shirt, etc Emphasizes the lower levels of the Revised Blooms Taxonomy. The teacher identifies the Key Understanding and through the Lesson Cycle attempts to get students to reach an understanding. The teacher guides the students throughout the Lesson Cycle so parameters are set. She/he is in command of the learning situation. In essence, it is an efficient way to organize and present material that is easy to understand or already understood. The basic deductive reasoning teaching/learning model is a necessary but not sufficient instructional tool. To be without this effective strategy is a handicap because the steps provide a framework for instructional design, but to use this model exclusively is deadening. Next slide

    61. 61 Basic Inductive Reasoning Teaching/Learning Model Trainers notes Inductive reasoning teaching/learning models are based on the knowledge acquired primarily from a learners experiences and interactions with significant events. They are based on information processing theories of human learning and developed to enhance students acquisition of concepts. Next slide.Trainers notes Inductive reasoning teaching/learning models are based on the knowledge acquired primarily from a learners experiences and interactions with significant events. They are based on information processing theories of human learning and developed to enhance students acquisition of concepts. Next slide.

    62. 62 Basic Inductive Reasoning Teaching Model . process that involves making generalizing inferences(that) proceed from a series of specific events to a general conclusion. (Eggen & Kaudrak, 1998, pp. 37, 39) Trainers notes: Read the quote from the slide: This model involves students using a process of thinking skills to conclude with a Key Understanding. The critical thinking skills might include: determining cause and effect, analyzing open-ended questions, reasoning by analogy, making inferences, determining relevant information, recognizing relationships, solving insight problems. All these skills will conclude with a Key Understanding. Next slide.Trainers notes: Read the quote from the slide: This model involves students using a process of thinking skills to conclude with a Key Understanding. The critical thinking skills might include: determining cause and effect, analyzing open-ended questions, reasoning by analogy, making inferences, determining relevant information, recognizing relationships, solving insight problems. All these skills will conclude with a Key Understanding. Next slide.

    63. 63 Trainers notes: Read the information from the slide. Next slide. Trainers notes: Read the information from the slide. Next slide.

    64. 64 Basic Inductive Reasoning Teaching/Learning Model Select and define a concept that is stated in the TEKS statements. Select the attributes. What qualities are essential to the concept? Trainers notes: Now we are going to explore the inductive reasoning teaching/learning model in more detail. Earlier you saw a graphic on the models of teaching and learning. This graphic gives you a clear picture of how the inductive reasoning teaching/learning model operates. Read the slide. Select and define a concept: The definition should be clear and the attributes should be identifiable. Find a definition that will serve as an adequate base for the lesson. It is necessary to limit the definition to the one most appropriate for the lesson. In the solutions lesson the concept was mixtures, and solutions was the micro concept. 2. Select the attributes: Selecting the attributes is essential to the concept because they determine the placement into the conceptual category. For example, the concept rectangle is a four sided geometric figure containing all right angles and the opposite sides are parallel and congruent. The essential defining attributes are: Geometric figure Four-sided Containing all right angles Opposite sides are parallel and congruent In the solutions lesson, the attribute of appearance being uniform was important because it determined whether it was an example or not. Next slide. Trainers notes: Now we are going to explore the inductive reasoning teaching/learning model in more detail. Earlier you saw a graphic on the models of teaching and learning. This graphic gives you a clear picture of how the inductive reasoning teaching/learning model operates. Read the slide. Select and define a concept: The definition should be clear and the attributes should be identifiable. Find a definition that will serve as an adequate base for the lesson. It is necessary to limit the definition to the one most appropriate for the lesson. In the solutions lesson the concept was mixtures, and solutions was the micro concept. 2. Select the attributes: Selecting the attributes is essential to the concept because they determine the placement into the conceptual category. For example, the concept rectangle is a four sided geometric figure containing all right angles and the opposite sides are parallel and congruent. The essential defining attributes are: Geometric figure Four-sided Containing all right angles Opposite sides are parallel and congruent In the solutions lesson, the attribute of appearance being uniform was important because it determined whether it was an example or not. Next slide.

    65. 65 Basic Inductive Reasoning Teaching/Learning Model Develop examples and non-examples. All examples must contain essential attributes. 4. Introduce the process to the students explaining clearly what the students will be doing. Trainers notes: Develop positive and negative examples: Each positive example must contain all the essential attributes. Prepare some non-examples that may contain some but not all of the essential attributes. Those non-examples will help students focus on the essential attributes. In the solutions lesson, the presenter developed the essential attributes of the solutions through questioning techniques. Introduce the process to the students: Take time to explain clearly what you will be doing and what each step will involve. Tell the students that the goal of the activity is to define the concept by identifying what is essential to the meaning. You may tell them it is a game that they are playing, and you may keep the concept a secret until the end of the activity. The purpose is that the students gradually arrive at an understanding and define the concept in their own words. Next slide.Trainers notes: Develop positive and negative examples: Each positive example must contain all the essential attributes. Prepare some non-examples that may contain some but not all of the essential attributes. Those non-examples will help students focus on the essential attributes.In the solutions lesson, the presenter developed the essential attributes of the solutions through questioning techniques. Introduce the process to the students: Take time to explain clearly what you will be doing and what each step will involve. Tell the students that the goal of the activity is to define the concept by identifying what is essential to the meaning. You may tell them it is a game that they are playing, and you may keep the concept a secret until the end of the activity. The purpose is that the students gradually arrive at an understanding and define the concept in their own words. Next slide.

    66. 66 Basic Inductive Reasoning Teaching/Learning Model 5. Present the examples and list the attributes. 6. Develop a concept definitionuse positive attributes Trainers notes: Read the bullets in the slide and elaborate: Present the examples and list the attributes: List example and non-example attributes separately. Items on the non-example list are there to emphasize qualities. There are no wrong answers. Stress that every example needs to contain all the features, attributes, and qualities of the concept. Develop a concept definition: Once a reasonable complete list of significant attributes are on the board, the teacher can ask the students to try to develop a definition for their new concept that incorporates all the essential attributes. The major objective is to engage students in the process of defining and forming concepts. Next slide.Trainers notes: Read the bullets in the slide and elaborate: Present the examples and list the attributes: List example and non-example attributes separately. Items on the non-example list are there to emphasize qualities. There are no wrong answers. Stress that every example needs to contain all the features, attributes, and qualities of the concept. Develop a concept definition: Once a reasonable complete list of significant attributes are on the board, the teacher can ask the students to try to develop a definition for their new concept that incorporates all the essential attributes. The major objective is to engage students in the process of defining and forming concepts. Next slide.

    67. 67 Trainers notes: Give additional examples: Determine if the class understands the concept. One advantage of this model is that all the students can participate even though some get the meaning more quickly than others. There may be some students who do not comprehend the concept until this step. Meanwhile, the other students gain reinforcement of the concept. Discuss the process with the class: Be sure that the students understand how they arrived at the definition. This helps them to see how concepts are formed. It may help to remind students how often they engage in basic inductive reasoning daily in their interactions with and reactions to one another, to objects in their surroundings, and to ideas they encounter in all their classes in school. Next slide. Trainers notes: Give additional examples: Determine if the class understands the concept. One advantage of this model is that all the students can participate even though some get the meaning more quickly than others. There may be some students who do not comprehend the concept until this step. Meanwhile, the other students gain reinforcement of the concept. Discuss the process with the class: Be sure that the students understand how they arrived at the definition. This helps them to see how concepts are formed. It may help to remind students how often they engage in basic inductive reasoning daily in their interactions with and reactions to one another, to objects in their surroundings, and to ideas they encounter in all their classes in school. Next slide.

    68. 68 Basic Inductive Reasoning Teaching/Learning Model 9. Evaluate to determine if the concept has been understood by the students. Trainers notes: 9. Evaluate to determine if the concept has been understood by the students: The final step of this model encourages learners to explore how concepts are formed through a process of attending to similarities and ignoring differences. To determine if the concept has been understood by the students, evaluate periodically. Ask the students to develop additional examples of the essential attributes on their own. Ask them to develop an example and a non-example of the essential attributes of a new concept definition to determine if they understand the process. Review the concept periodically to determine if the students have retained the definition. Test to determine if this process is more effective than other techniques in learning and retaining concept definitions. Next slideTrainers notes: 9. Evaluate to determine if the concept has been understood by the students: The final step of this model encourages learners to explore how concepts are formed through a process of attending to similarities and ignoring differences. To determine if the concept has been understood by the students, evaluate periodically. Ask the students to develop additional examples of the essential attributes on their own. Ask them to develop an example and a non-example of the essential attributes of a new concept definition to determine if they understand the process. Review the concept periodically to determine if the students have retained the definition. Test to determine if this process is more effective than other techniques in learning and retaining concept definitions. Next slide

    69. 69 Application of the Basic Inductive Reasoning Teaching/Learning Model The students: Form a key understanding about a concept Engage in the higher levels of the Revised Blooms Taxonomy (synthesize, evaluate and create) Reinforce their previous knowledge Participate in a learner-centered environment as the teacher facilitates Trainers notes: Read the bullets from the slide and elaborate: Build on one another to generalize more complex mental activity and form a Key Understanding. Promote higher level thinking as the students use critical and creative thinking skills. Determine students readiness for new experiences, as they assimilate and use those experiences. Allow students to master a topic or reinforce their learning because the level of cognitive activity matches their readiness level. Allow students to ask the questions as they investigate and categorize the attributes of the answers. This leads to more inductive thinking. In summary: This model is adaptable to a wide range of learning styles. The atmosphere of the classroom is cooperative with a great deal of pupil activity. The teacher is the initiator of phases, and the sequence of activities is determined in advance. Next slide. Trainers notes: Read the bullets from the slide and elaborate: Build on one another to generalize more complex mental activity and form a Key Understanding. Promote higher level thinking as the students use critical and creative thinking skills. Determine students readiness for new experiences, as they assimilate and use those experiences. Allow students to master a topic or reinforce their learning because the level of cognitive activity matches their readiness level. Allow students to ask the questions as they investigate and categorize the attributes of the answers. This leads to more inductive thinking. In summary: This model is adaptable to a wide range of learning styles. The atmosphere of the classroom is cooperative with a great deal of pupil activity. The teacher is the initiator of phases, and the sequence of activities is determined in advance. Next slide.

    70. 70 Comparison of the Deductive and Inductive Reasoning Teaching Models Trainers notes: Read the slide and elaborate: Definitions: Convergent thinking is: one right answer one way to get there the best answer Divergent thinking is: generation of many ideas all the possibilities many ways to get there The Deductive Reasoning Teaching/Learning Model is most useful in teaching skills that can be broken into small, distinct sections, with each section building on the prior one to ultimately have mastery of the content. The focus is more on memorization or coverage of content than conceptual understanding. The Inductive Reasoning Teaching/Learning Model is most useful in teaching thinking skills to form a Key Understanding. Students use a process of categorizing to simplify a complex environment through the development of and attainment of concepts. Learners pay attention to likenesses rather than differences of the concepts and place similar objects in the same category. The teaching of students to understand the meaning of the concepts is one of the most important challenges of teaching. This model serves both to teach a meaning of particular concepts and to teach students how the thinking process occurs. This model focuses more on thinking and the affective. Next slide.Trainers notes: Read the slide and elaborate: Definitions: Convergent thinking is: one right answer one way to get there the best answer Divergent thinking is: generation of many ideas all the possibilities many ways to get there The Deductive Reasoning Teaching/Learning Model is most useful in teaching skills that can be broken into small, distinct sections, with each section building on the prior one to ultimately have mastery of the content. The focus is more on memorization or coverage of content than conceptual understanding. The Inductive Reasoning Teaching/Learning Model is most useful in teaching thinking skills to form a Key Understanding. Students use a process of categorizing to simplify a complex environment through the development of and attainment of concepts. Learners pay attention to likenesses rather than differences of the concepts and place similar objects in the same category. The teaching of students to understand the meaning of the concepts is one of the most important challenges of teaching. This model serves both to teach a meaning of particular concepts and to teach students how the thinking process occurs. This model focuses more on thinking and the affective. Next slide.

    71. 71 Select A Model to Match Goals of the Lesson Selection of an instructional model depends on several factors: Trainers notes: Today teachers have unprecedented pressure from all sides. Educators must carefully design and plan for their teaching. The teacher as an instructor is comparable to a builder. Both determine the needs of their clients. Both specify the intended outcome of their work as clearly as possible. Both must have a variety of approaches and techniques to accomplish their objective and manage problems as they arise. The teacher who repeatedly uses the same instructional technique or strategy is like the builder who can build only one type of house. A repertoire of instructional and management strategies are necessary to meet the varied needs of all learners. So, we ask, When do I use the deductive reasoning teaching/learning model or the inductive reasoning teaching/learning model? Read the information on the slide. Elaborate if necessary. What content are you teaching? How much in depth do you want the students to investigate and conceptually learn? What process skills do you want to address besides content? How can you provide variety to address all learners and their styles? Next slide. Trainers notes: Today teachers have unprecedented pressure from all sides. Educators must carefully design and plan for their teaching. The teacher as an instructor is comparable to a builder. Both determine the needs of their clients. Both specify the intended outcome of their work as clearly as possible. Both must have a variety of approaches and techniques to accomplish their objective and manage problems as they arise. The teacher who repeatedly uses the same instructional technique or strategy is like the builder who can build only one type of house. A repertoire of instructional and management strategies are necessary to meet the varied needs of all learners. So, we ask, When do I use the deductive reasoning teaching/learning model or the inductive reasoning teaching/learning model? Read the information on the slide. Elaborate if necessary. What content are you teaching? How much in depth do you want the students to investigate and conceptually learn? What process skills do you want to address besides content? How can you provide variety to address all learners and their styles? Next slide.

    72. 72 . there is no one best way to teach, and . the most effective teachers have a repertoire of strategies to choose from in helping their students learn. (Eggen & Kauchak, 1988,p. 258) Trainers notes: Read the slide. Next slide. Trainers notes: Read the slide. Next slide.

    73. 73 Reflections about the Deductive/Inductive Models of Teaching/Learning Ideas about Deductive/Inductive Teaching and Learning that I want to hold on to: Ideas about Deductive/Inductive Teaching and Learning that stretched my thinking: Something you are questioning or puzzled about Deductive/Inductive Teaching and Learning:

    74. 74 Trainers notes: Let us take a rest stop here. Next slideTrainers notes: Let us take a rest stop here. Next slide

    75. 75 Trainers notes: Our Curriculum Collaborative lessons were written based on the 5E Model. Today we want you to get acquainted with this model because you will note how all the content areas have employed the use of the components of this model. Some of the content areas have not used all five components but the lessons are still going through revisions. By the fall, you will see the all the content areas utilizing all the components. Teacher Background Knowledge: The 5E Model is based on the philosophy about learning that proposes learners need to build their own understanding of new concepts. It is more concerned with Key Understandings achieved through relevant experiences than with accumulated facts. This philosophy finds its foundation in the understanding that the activities in the steps of this model: Are relevant and varied. Encourage active participation. Allow students to investigate and analyze concepts. Encourage students to use the process to reach a conclusion or conceptual understanding. Then there is transfer of knowledge. Next slide. Trainers notes: Our Curriculum Collaborative lessons were written based on the 5E Model. Today we want you to get acquainted with this model because you will note how all the content areas have employed the use of the components of this model. Some of the content areas have not used all five components but the lessons are still going through revisions. By the fall, you will see the all the content areas utilizing all the components. Teacher Background Knowledge: The 5E Model is based on the philosophy about learning that proposes learners need to build their own understanding of new concepts. It is more concerned with Key Understandings achieved through relevant experiences than with accumulated facts. This philosophy finds its foundation in the understanding that the activities in the steps of this model: Are relevant and varied. Encourage active participation. Allow students to investigate and analyze concepts. Encourage students to use the process to reach a conclusion or conceptual understanding. Then there is transfer of knowledge. Next slide.

    76. 76 The 5E Model Trainers notes: Read the slide and elaborate on each bullet: ENGAGE: Mentally engages and motivates students with an event or a question and helps make connections to prior knowledge and experiences. EXPLORE: Hands-on/minds-on activities in which students manipulate materials to explore the concept further while sharing their observations and ideas with others. EXPLAIN: Students communicate their findings from the explore activity as the teacher guides the discussion using effective questioning strategies, introducing new terms as appropriate, and clarifying misconceptions. The teacher encourages students to listen and to further question. ELABORATE: Events that help students apply, extend, and enhance their understanding of the newly learned concept. Activities are used as vehicles to probe other unique situations. EVALUATE: Students demonstrate an understanding of the concept or skill. Next slideTrainers notes: Read the slide and elaborate on each bullet: ENGAGE: Mentally engages and motivates students with an event or a question and helps make connections to prior knowledge and experiences. EXPLORE: Hands-on/minds-on activities in which students manipulate materials to explore the concept further while sharing their observations and ideas with others. EXPLAIN: Students communicate their findings from the explore activity as the teacher guides the discussion using effective questioning strategies, introducing new terms as appropriate, and clarifying misconceptions. The teacher encourages students to listen and to further question. ELABORATE: Events that help students apply, extend, and enhance their understanding of the newly learned concept. Activities are used as vehicles to probe other unique situations. EVALUATE: Students demonstrate an understanding of the concept or skill. Next slide

    77. 77 5E Model Inductive Engage Explore Explain Elaborate Evaluate Deductive Engage Explain Explore Elaborate Evaluate Trainers notes: The 5E Model can be taught inductively when the teacher allows the students to explore the concept with hands-on activities and then explains the concept. It can be taught deductively when the teacher explains the concept before the students explore with hands-on activities. Next slide.Trainers notes: The 5E Model can be taught inductively when the teacher allows the students to explore the concept with hands-on activities and then explains the concept. It can be taught deductively when the teacher explains the concept before the students explore with hands-on activities. Next slide.

    78. Trainers notes: Read from the slide examples of what the teacher does and what the student does. This slide shows you a comprehensive overview of the 5E Model. This graphic organizer has four columns that read as follows: 5Es Suggested Activity What the Teacher Does What the Student Does Read some of the examples on the slide or the 11X17 paper in the participants section of your book. For example Next slide.Trainers notes: Read from the slide examples of what the teacher does and what the student does. This slide shows you a comprehensive overview of the 5E Model. This graphic organizer has four columns that read as follows: 5Es Suggested Activity What the Teacher Does What the Student Does Read some of the examples on the slide or the 11X17 paper in the participants section of your book. For example Next slide.

    79. 79 Trainers notes: Let them know that today they will be using the chart from the previous slide at their table to identify some components of a 5E Model Science lesson. Let them take a few minutes to read the chart as the activity is pass out. Give the directions for the activity. You have a handout at the back of your booklet with components of the 5E Model Science lesson. (Handout #6B) You are to read each component and determine which part of a 5Es matches with each component. You may use the comprehensive chart to help you determine what matches. Write your response on the blank provided on your paper. Work individually first. After a few minutes call time and share as a group. We will check your answers after a while. Give them a few minutes to work on the activity. Next slide. Trainers notes: Let them know that today they will be using the chart from the previous slide at their table to identify some components of a 5E Model Science lesson. Let them take a few minutes to read the chart as the activity is pass out. Give the directions for the activity. You have a handout at the back of your booklet with components of the 5E Model Science lesson. (Handout #6B) You are to read each component and determine which part of a 5Es matches with each component. You may use the comprehensive chart to help you determine what matches. Write your response on the blank provided on your paper. Work individually first. After a few minutes call time and share as a group. We will check your answers after a while. Give them a few minutes to work on the activity. Next slide.

    80. 80 Trainers notes: Read the slide. We finally got to the lesson frameworks. This is what you have been waiting for. Next slide.Trainers notes: Read the slide. We finally got to the lesson frameworks. This is what you have been waiting for. Next slide.

    81. 81 Trainers notes: This slide shows you a rubric with lesson framework criteria. We are going to give you a few minutes to familiarize yourself with the lessons. Then we will use the framework utilized by the Curriculum Collaboratives math, science, English language arts and science specialists to review the lessons. Call time after they have reviewed the lessons to start using the rubric. Take some time to read some of the questions from the slide before you get them started on reviewing the lessons with the rubric. Then let them use the lesson framework criteria to review some lessons from each content area. Next slide.Trainers notes: This slide shows you a rubric with lesson framework criteria. We are going to give you a few minutes to familiarize yourself with the lessons. Then we will use the framework utilized by the Curriculum Collaboratives math, science, English language arts and science specialists to review the lessons. Call time after they have reviewed the lessons to start using the rubric. Take some time to read some of the questions from the slide before you get them started on reviewing the lessons with the rubric. Then let them use the lesson framework criteria to review some lessons from each content area. Next slide.

    82. 82 Trainers notes: Please utilize the lesson framework criteria to review lessons from each content area. After you get done with yours, trade lessons with someone on your table to review other content areas. Discuss among the people at your table. Give them about forty-five minutes to review the lessons. Share with the rest of the group when the large group discussion starts. Next slide Trainers notes: Please utilize the lesson framework criteria to review lessons from each content area. After you get done with yours, trade lessons with someone on your table to review other content areas. Discuss among the people at your table. Give them about forty-five minutes to review the lessons. Share with the rest of the group when the large group discussion starts. Next slide

    83. 83 Trainers notes: Read the quote from the slide. Elaborate if necessary. Next slide.Trainers notes: Read the quote from the slide. Elaborate if necessary. Next slide.

    84. 84 Trainers notes: Read the quote from the slide. Elaborate if necessary. Next slide.Trainers notes: Read the quote from the slide. Elaborate if necessary. Next slide.

    85. 85 Login to NER Curriculum Developer Trainers notes: Read the slide. Next slide.Trainers notes: Read the slide. Next slide.

    86. 86 Select Content and Grade Level Trainers notes: Users need to be familiar with the process for accessing lessons. After logging in, a user will see the Getting Started Screen. On the screen, the user would select the content area. English is selected for the purposes of this demonstration.(CLICK the mouse and English will be circled in red and a graphic of the dropdown menu will appear.) Select the grade level. (Grade 06 is selected for the purpose of the demonstration. CLICK the mouse and a gold arrow will appear.) (CLICK to next slide) This will access the Unit Map. Next slide.Trainers notes: Users need to be familiar with the process for accessing lessons. After logging in, a user will see the Getting Started Screen. On the screen, the user would select the content area. English is selected for the purposes of this demonstration.(CLICK the mouse and English will be circled in red and a graphic of the dropdown menu will appear.) Select the grade level. (Grade 06 is selected for the purpose of the demonstration. CLICK the mouse and a gold arrow will appear.) (CLICK to next slide) This will access the Unit Map. Next slide.

    87. 87 View and Select Units from the Map Trainers notes: The user has selected 6th grade English Language Arts and wants to work with Unit 5 Comprehension Processes which is taught the 3rd six weeks. (CLICK on the mouse and a RED arrow will identify the unit.) The user would then click on the unit name to select it. (A new screen shot of the Associated Units listing will appear.) To open the unit, the user clicks on the unit in the Associated Units List. (CLICK and a green arrow will appear identifying the location.) (CLICK to the next slide to open a lesson) Next slide.Trainers notes: The user has selected 6th grade English Language Arts and wants to work with Unit 5 Comprehension Processes which is taught the 3rd six weeks. (CLICK on the mouse and a RED arrow will identify the unit.) The user would then click on the unit name to select it. (A new screen shot of the Associated Units listing will appear.) To open the unit, the user clicks on the unit in the Associated Units List. (CLICK and a green arrow will appear identifying the location.) (CLICK to the next slide to open a lesson) Next slide.

    88. 88 Accessing a Specific Lesson Trainers notes: The unit screen will open. The user would then scroll down to the Sequence of Lesson Activities. (CLICK and the screenshot of the unit will dissolve and a screenshot of the Sequence of Lesson Activities will appear.) From this location the user is able to access specific material for the lesson. For demonstration purposes (The Hyperlinks for Lesson 3 Attachment Fact and Opinion and Lesson 3 Fact and Opinion are linked slides with document screen shots and may be CLICKED to simulate the results of the linkage.) CLICK on the end arrow >| for the next slide AFTER viewing the two documents.Trainers notes: The unit screen will open. The user would then scroll down to the Sequence of Lesson Activities. (CLICK and the screenshot of the unit will dissolve and a screenshot of the Sequence of Lesson Activities will appear.) From this location the user is able to access specific material for the lesson. For demonstration purposes (The Hyperlinks for Lesson 3 Attachment Fact and Opinion and Lesson 3 Fact and Opinion are linked slides with document screen shots and may be CLICKED to simulate the results of the linkage.) CLICK on the end arrow >| for the next slide AFTER viewing the two documents.

    89. 89 Lesson Framework CLICK on the < to return to Access Specific Lessons.CLICK on the < to return to Access Specific Lessons.

    90. 90 Lesson Attachment(s) CLICK on the < to return to Access Specific Lessons.CLICK on the < to return to Access Specific Lessons.

    91. Trainers notes: Read the slide. Next slide.Trainers notes: Read the slide. Next slide.

    92. 92 Bibliography Gunter, M. A., Estes, T. H., & Mintz, S. L. (1999). Instruction: A models approach (3rd ed.). Needham Heights, MA: Allyn & Bacon. Martin, J. L., & Morrow, C. (1997). Moving toward interdiscipinary curriculum: a guidebook for middle school. Austin, TX: Texas Education Agency- Title VI Carnegie MS Prj. Eggen, P. D., & Kauchak, D. P. (1997). Strategies for teachers: Teaching content and thinking skills (3rd ed.). Needham Heights, MA: Allyn & Bacon, Inc. Texas Education Agency. (2006). Texas essential knowledge and skills. Retrieved February 13, 2007, from http://tea.state.tx.us/teks. Erickson, H. Lynn (2001). Stirring the head, heart, and soul: Redefining curriculum and instruction (Vol. 6, 2nd ed.). Thousand Oaks, CA: SAGE Publications.

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