27 th .–31 st . March 2011
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27 th .–31 st . March 2011 1 ENTRY LEVEL CURRICULUM PROGRAM 1
description
ENTRY LEVEL CURRICULUM PROGRAM 1. 27 th .–31 st . March 2011. Welcome ENTRY LEVELCURRICULUM PROGRAM 1 Week 3 (10 Min.). AGENDA. Full to Over Flowing: (20 Min.). How do you make sure your eye drops are the same size? Demonstration on eye drops - PowerPoint PPT Presentation
Transcript of 27 th .–31 st . March 2011
27th.–31st. March 2011
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ENTRY LEVEL CURRICULUM PROGRAM 1
Welcome ENTRY LEVELCURRICULUM
PROGRAM 1Week 3
(10 Min.)
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AGENDA
10:00–10:10 AM Welcome
10:10–10:30 AM Starter: Real Science “Full to Overflowing “
10:30–11:00 AM
Unpacking the Curriculum Standards
11:00-12:00 PMHow to write Objectives?
12:00-12:15 PMPrayer Break
12:15-1:15 PMBloom’s Taxonomy
1: 15-1:25 PMSummary
1:25-1:30 PM
Survey
How do you make sure your eye drops are the same size? Demonstration on eye drops
Predict: How many drops of water can you place on a coin? How many mL of water can you place on the coin?
Was your prediction correct? What standard(s) does this activity
address? CS: G12, G7 (1.3 & 1.4)
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Full to Over Flowing: (20 Min.)
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Unpacking the Curriculum Standards
What Are Standards?
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Definition
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Definition 1: Standards are a description of what a student should know and be able to do
Definition 2: Standards outline specific knowledge or skills which students must acquire.
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Know the properties of metals and explain how these properties make them useful.
How many parts?
Knowledge
Activity:
Know the properties of metals and explain how these properties make them useful.
How do students demonstrate understanding?
Answer a direct question. Fill out a chart. Identify uses. Produce a report.
(properties) (uses)
Application Product
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Calculate the pressure exerted by a force knowing the area over which it acts.
How many parts?
Knowledge
List the widely known characteristics of common acids and alkalis, such as the sharp taste of acids and the soapy feel and bitter taste of alkalis.
Application Product
How many parts?
Knowledge Application Product
Analyzing Standards
Standards can be classified as◦ Knowledge standards◦ Application standards◦ Product standards
Standards can be deconstructed into parts.
Standards should be interpreted in terms of what students do.
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Worksheet
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Smart ObjectivesSpecific محددة Measurable للقياس قابلةAttainable تحقيقها يمكنRelevant الصلة ذاتTime-based إلى المستندةالوقت
The mind is not a vessel to be filled, but a fire to be ignited.
ليتم وعاء ليس العقليجب ... Tنارا بل ملؤهاشعالها باستمرااااااااااااار
(Plutarch)
Watch the video and answer the following questions:
1.What is the video about.الفيديو يتحدث عم
2.What are the hierarchy levels of thinking mentioned?
ذكرت التي التفكير مستويات ماهيالفيلم في
3.What is number 4 level? ماهو
رقم 4المستوى 4.Can you define Bloom’s
taxonomyمستويات تعريف تستطيع هل
؟ بلوم
Cognitive: mental skills (Knowledge)( المعارف : ( العقلية المهارات المعرفية
Affective: growth in feelings or
emotional areas (Attitude)المناطق : أو العاطفية المشاعر في نمو العاطفي
( موقف(
Psychomotor: manual or physical skills (Skills)
( مهارات : ( المهارات أو مادي دليل الحركية
To know more you can visit: http://www.nwlink.com/~donclark/hrd/bloom.html
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Order the Bloom’s Levels
• Knowledge
• Analysis
• Evaluation
• Application
• Comprehension
• Synthesis
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. they changed the Nouns into Verbs to describe the different levels of the taxonomy.
Note that the top two levels are essentially exchanged from the Old to the New version.
عام النفس 1956في علماء من مجموعة قامت بلوم بنيامين برئاسة ، . التعلم في الهامة الفكرية السلوك لمستويات تصنيف بوضع التربوي
النفس علم علماء من جديدة مجموعة قامت التسعينات وخالل ( ) ، بلوم في سابق طالب وهو اندرسون لورين برئاسة والتي ، المعرفي
القرن في العمل أهمية يعكس بشكل التصنيف بحيث. 21بتحديثأفعال إلى األسماء بتغيير قاموا
اإلصدار إلى القديم من مستويين أعلى أساسا تبادل يتم أنه الحظالجديد
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Old Terms New Terms
Group activity
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Remembering
The learner is able to recall, restate and remember learned information.◦ Recognising◦ Listing◦ Describing◦ Identifying◦ Retrieving◦ Naming◦ Locating◦ Finding
Can you recall information?
على قادرا المتعلممجددا التذكير
المعلومات وتذكرالمستفادة.
Remembering: Potential Activities and Products
Make a time line of Man made satellites
Make a concept map of the Solar System
Cut out “space” pictures from a magazine. Make a display or a collage.
List space words (Alphabet Key).
Recall the names of the rocky planets in our universe.
األقمار لصناعة زمن خط عملاالصطناعية
لمفهوم مفاهيم خريطة عملالشمسي النظام
" مجلة ” من للفضاء صورا اقطع واعملحائط . لوحة
الفضاء بمصطلحات قائمة أعد( األبجدية( .
في الصخرية الكواكب أسماء أذكرعالمنا
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.◦ Interpreting التفسير بهدف الربط◦ Exemplifying ( تجسد ( تمثيل◦ Summarising تلخيص◦ Inferring استنتاج ◦ Paraphrasing اقتباس ◦ Classifying تصنيف ◦ Comparing مقارنة ◦ Explaining توضيح
Can you explain ideas or concepts?
المعلومات المتعلم يلتقطالتفسير طريق عن
والتأويل
Understanding: Potential Activities and Products Make your desk into a
spaceship Make an astronaut for
a puppet play. Use it to tell what an
astronaut does. Make a model of the
planets in our solar system
داخل كأنه مكتبك جعلفضاء سفينة
. فضاء لرائد دمية صناعةلمعرفة الدمية استخدام
الفضاء . رائد ماهوالكواكب من نموذج تقديم
الشمسي نظامنا في
Applying
The learner makes use of information in a context different from the one in which it was learned.
◦Implementing◦Carrying out◦Using◦Executingتنفيذي
Can you use the information in another
familiar situation?
طريق عن المتعلم يتعلمفي المعلومات استخدام
مختلف سياق
Keep a diary of your space adventure (5 days).
Make a brochure advertising your spacecraft
Understanding: Potential Activities and Products
مغامرة عن يوميات كتابةالفضاء
)5.( أيام
خاص إعالن صممالفضائية بمركبتك
Analysing
The learner breaks learned information into its parts to best understand that information.◦ Comparingمقارنة ◦ Organisingتنظيم ◦ Deconstructing تفكيك◦ Attributing ينسب ◦ Outlining توجز◦ Finding الحقائق ◦ Structuring هيكلة ◦ Integrating دمج
Can you break information into parts to explore understandings and relationships?
المتعلم يحللأجزاء إلى المعلومات
أفضل لفهم
Understanding: Potential Activities and Products
Make an application form for a person applying for the job of an astronaut.
Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space programs.
طلب استمارة تقديمعلى للحصول لشخص
رائد بها يقوم التي المهمةفضاء.
غاليليو تلسكوب بين قارن. الحديثة والتلسكوبات
الفضائية البرامج بين ميز. واالميركية الروسية
Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.◦ Checking◦ Hypothesising◦ Critiquing◦ Experimenting◦ Judging◦ Testing◦ Detecting◦ Monitoring
Can you justify a decision or course of action?
المتعلم يجعلأساس على القراراتوالتفكير النقد متعمق
والتقييم
Compare the benefits of living on Earth and the moon.
You can take three people with you to the moon. Choose and give reasons.
Choose a planet you would like to live on- explain why.
Prepare and conduct a debate
Write report on your space journey.
Evaluating: Potential Activities and Products
العيش فوائد بين قارن. والقمر األرض على
لتأخذهم 3اختر أشخاصالقمر .. إلى معك
االختيار .. أسباب وماهيترغب كنت كوكب اختر
مع ، عليه العيش فيالسبب . ذكر
الرحلة عن تقرير اكتب
Creating
The learner creates new ideas and information using what has been previously learned.◦ Designing◦ Constructing◦ Planning◦ Producing◦ Inventing◦ Devising◦ Making
Can you generate new products, ideas, or ways of viewing things?
الجديدة األفكار المتعلم يخلقتم ما باستخدام والمعلومات
قبل من تعلمه
Potential Activities and Products
Write a newspaper report for the following headline: “Spaceship out of control”.
Use the SCAMPER strategy to design a new space suit.
Prepare a menu for your spaceship crew.
Design an advertising program for trips to the moon.
للجريدة : تقرير كتابةالفضاء : " سفينة بعنوان." السيطرة نطاق خارج
استراتيجية استخدم. جديدة فضائية بدلة لتصميمسفينة لطاقم قائمة إعداد
. بك الخاصة الفضاءعن اإلعالن برنامج تصميم
القمر الى الرحالت
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Additional Related Readings:
“Assess and report on student learning”.
NPST 7
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Activity _ Cont.
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Summary
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Survey
