Goals for Class #6 1. To understand procedures for Observations and Inquiry course requirements 2. To learn about the interactive teaching model called.

Goals for Class #6Goals for Class #6

1.1. To understand procedures for To understand procedures for Observations Observations and and Inquiry Inquiry course course requirementsrequirements

2.2. To learn about the interactive teaching To learn about the interactive teaching model called direct instructionmodel called direct instruction

GoalGoal

To understand procedures for To understand procedures for Observations Observations and and Inquiry Inquiry course course requirements requirements

ObservationsObservations Course Requirement Course RequirementPurpose To observe instruction and learning environments in a variety of

classrooms and grade levels using different observation tools.

Three Observations #1 RIBTS #2 QUESTIONING #3 CLASSROOM MANGAGEMENT

Procedures with Rubric (See WebCT Assignments Observations) Collecting data using data sheet Procedures for writing report Analytic rubric for grading

Submit each Data Sheet-Report File on WebCT Assignments Observations. Submit Signed Pre-Observation Form in Class.

Inquiry Inquiry Course RequirementCourse RequirementPurpose To conduct research on a topic related to teaching and

learning

Procedures Select several articles from professional journals

(secondary sources). Interview at least two classroom teachers or others

(primary sources). Compose a two-page paper. Present multi-media presentation. Distribute one page handout.

Submit each report and handout on WebCT Assignments Inquiry

Inquiry Course RequirementInquiry Course Requirement

21st Century teachers should have command of the research about effective teaching.

- Richard Arends

- The Arends text contains a sampling of research that is the basis of particular practices.

- Each chapter has a Research Summary to assist you in interpreting a research article.

Inquiry Course Requirement Inquiry Course Requirement Identifying a Research QuestionIdentifying a Research Question

Research

Summaries pp. 30-31 70-71 98-99 153-154 176-177 215-217 264-265 292-293 321 350-351 388-389 418-419 464-465 488-489

1. Note in Arends text that each chapter includes a related Research Summary.

2. Develop a research question or problem for your project.

3. Select several articles from professional journals.

4. Read Arends, pp. 506-517, Handbook 1- Reading and Using Research

Inquiry - ExampleInquiry - ExampleResearch Question

What are the characteristics of a good teacher?

Based on Research Summary in Arends text.See Chapter 1, pp. 30-31. Murphy, Delli, and Edwards. (2004).”The Good Teacher and Good Teaching.” Journal of Experimental Education, 72, 2, 69-93.

Next Step--Identify articles from professional journals (secondary sources).

1. Receive instruction for on-line searching at Adams Library, if needed.2. Review the professional literature (journals, books, WWW sites)

Next Step - Interview two experienced teachers (primary sources)Ask and take notes : What are the characteristics of a good teacher? Present a list of attributes Rate: Most important, least important.

PurposePurpose

1.1. Mastery of skills (procedural Mastery of skills (procedural knowledge)knowledge)

2.2. Mastery of well-structured factual or Mastery of well-structured factual or conceptual knowledge that can be conceptual knowledge that can be taught in a step-by-step fashion.taught in a step-by-step fashion.

Desired Teaching BehaviorsDesired Teaching Behaviors

1.1. Gain Students’ Attention. Gain Students’ Attention. Use strategies to gain Use strategies to gain attention (set induction, use of interesting materials and phenomena, attention (set induction, use of interesting materials and phenomena, relevant to students’ lives)relevant to students’ lives)

2.2. Keep it Simple. Keep it Simple. Ensure that observation is not too complex. Ensure that observation is not too complex. Break it down in small parts.Break it down in small parts.

3.3. Scaffold. Scaffold. Link new skills to students’ prior knowledge.Link new skills to students’ prior knowledge.

4.4. Practice. Practice. Use guided and independent practice with feedback. Use guided and independent practice with feedback.

5.5. Be positive. Be positive. Ensure a positive attitude to increase motivation to Ensure a positive attitude to increase motivation to reproduce or use the skill or new behaviorreproduce or use the skill or new behavior

PlanningPlanning

1.1. Prepare Prepare Instructional Objectives.Instructional Objectives.2.2. Perform Perform Task Analysis.Task Analysis.

• Find out what a skilled person does when the skill Find out what a skilled person does when the skill is performed.is performed.

• Divide the overall skill into sub-skills.Divide the overall skill into sub-skills.• Put sub-skills in some logical order, showing Put sub-skills in some logical order, showing

those that might be prerequisite to othersthose that might be prerequisite to others• Design strategies to teach each of the sub-skills Design strategies to teach each of the sub-skills

and how they are combined.and how they are combined.

3.3. Plan for Plan for Materials,Materials, Time and SpaceTime and Space

Prepare Prepare Instructional Objectives.Instructional Objectives.Learners will be able to follow a procedure for making a print using a real squid

Perform Perform Task Analysis.Task Analysis. Major Skill: To follow procedures for printing an image of a

real squid Sub Skills:

1. Laying squid on newspaper. 2. Fan out fins, arms and tentacles. 3. Applying paint to the squid. 4. Place the paper over the painted squid. 5. Pressing gently. 6. Peeling back the paper slowly. 7. Hanging print to dry. 8. Observing external structures and examining print for

smudges and missing ink.

Instructional SequenceInstructional Sequence

1.1. Clarify goals, provide background Clarify goals, provide background information, and establish setinformation, and establish set..

2.2. Demonstrate skillDemonstrate skill..3.3. Provide guided practice.Provide guided practice.4.4. Check for understanding and provide Check for understanding and provide

feedback.feedback.5.5. Provide extended practice and transfer.Provide extended practice and transfer.

TimeTimeTEACHER ACTIONTEACHER ACTION TIMETIME

Clarify goals, provide background Clarify goals, provide background information, and establish setinformation, and establish set..

10 min.10 min.

Demonstrate skillDemonstrate skill.. 10 min.10 min.

Provide guided practice. Check for Provide guided practice. Check for understanding and provide feedback. understanding and provide feedback.

10 min.10 min.

Provide extended practice and Provide extended practice and transfer.transfer.

10 min10 min

Clean up.Clean up. 5 min.5 min.

Closure. Summarize.Closure. Summarize. 5 min.5 min.

SpaceSpace

Area for demonstrationArea for demonstration Board for posting ProceduresBoard for posting Procedures Work space for five groups of fourWork space for five groups of four

MaterialsMaterials Thawed squid in a cooler with ice pack (12) Tempura paints (black) Foam brushes (10) Trays for paints (5) Latex gloves (20 sets) Wet wipes (container) Paper for printing: Three sheets/student. (60 sheets) Handout: Procedures and Diagram (20 sheets) Cleanup materials: Newspapers, wipes, paper towels, Oust. Garbage bags Clothes line with clothespins

Each Group of FourEach Group of Four2 squidTempura paint (black)Foam brushes (2) Trays for paints (2)Latex gloves (8 pairs)Paper for Printing: Three sheets/student. (12 sheets)Handout: Procedures and Diagram (8 sheets)Newspapers

GyotakuGyotaku

Gyotaku (gyo = fish, taku = rubbing)

Invented in the early 1800's in Japan by the fishermen to record their catch.

video of http://www.youtube.com/watch?v=xG_-0Xd2x2E&NR=1