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Free Afternoon Sessions

 

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With the free time available in afternoon sessions, please complete the following two tasks:

  • Comment on the morning lesson within the framework of the topic of the day.
    • Did you see any connections between the topic and the mornings lessons? Explain.
    • What is still unclear about the topic?
    • What new questions do you have about the topic?
  • Develop a new lesson or adapt the morning's lesson and be ready to discuss at the end of the day.  You may collaborate with other participants or work individually.

 

 

Comments

Anonymous's picture

Rachel Roberts and Stephanie Dubin's Collaboration on lesson

The lesson started us off by writing a quick story and reflect on it as learners. We were asked to analyze what kind of learner we were and what would the teacher need to do to benefit us. We used what we knew about what kind of learner we were in order to be able to determine what the teacher had to do to aid us.
We are unclear on how to address the needs of all of our learners now that they are aware of how they learn best.
I am concerned that the child will box themselves in and become dependent of that style and wonder if they would still flourish being exposed to other teaching styles. "Will they sink or swim?"

Title: The Web
Objective: The students will have an introduction to food chains and be able to develop questions about what they learned.
Materials:
• Food chain photographs
• Science Journals
• Rubber Spider
Beginning:
• Teacher will give students time to look at the photograph of the fly in a web, and ask them to write in their sciece journals what they think is happening in the picture.
• Students will be share with small groups their predictions, and come up with one predictions to share with the rest of the class.
• Students will share group predictions.
Middle:
• Teacher puts a picture of a spider and asks students to guess the next picture and repeats this for the snack card and hawk card.
• Teacher talks to children about food chains and charts other food chains students come up with.
• Teacher asks children why there are food chains and are they necessary.

End:
• The teacher assigns half the class the topic of the importance of food chains and the other half the lack of need for food chains.
• The class finishes with open discussion

Assessment:
Student write they learned about the importance of food chains, and questions they would still like to investigate.

Jack Marine's picture

Dear Rachel and Stephanie: I

Dear Rachel and Stephanie:
I like your collaboration lesson about food chains.

I would like to suggest starting with pictures of five things, and ask children to try and figure out why they were given these pictures: soil, grass, rabbit, hawk, sun. If students can figure out that rabbits eat grass, they may figure out that grass grows in soil, and maybe that hawks eat rabbits. Most likely they will not make a connection to the sun except that the sun helps the grass grow. All food chains start with the sun, and end in the soil.

If you would like more ideas and allow me to join in on your collaborative planning, I would entertain that idea!

Jack M

Moira Messick's picture

Metacognitive Thoughts

  • TOPIC:  Metacognition
  • MORNING LESSON:  Multiple Perspectives:  Structures that Build Metacognition.  Presented by Allison Cook.  
  • There was a clear correlation between the morning lesson and the topic.  The lesson helped to further develop my definition of metacognition.  I had some initial questions about how Allison's format could be appropriate for CONTENT areas but they were answered as I wrote up my lesson plan. I have no further questions at his time.
Diane Balanovich's picture

Transparency/metacognition

Transparency allows the studnets to see the thought process behind solving the problem.  By allowing students to see how we solve problems and think things out our studnets can also take notice of their own thought process. Metacognition is thinking about your own thinking and transparency is just modeling this skill aloud. Knowing how to think through situations is important to problem solving so by demonstrating this we make it clearer to studnets. I am hoping that I am getting the concept of transparency right. 

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