Creating Engagement Thinking outside the box when creating lesson plans.

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Creating Engagement Thinking outside the box when creating lesson plans.

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Transcript of Creating Engagement Thinking outside the box when creating lesson plans.

Page 1: Creating Engagement Thinking outside the box when creating lesson plans.

Creating Engagement

Thinking outside the box when creating lesson

plans.

Page 2: Creating Engagement Thinking outside the box when creating lesson plans.

Educational Theory and Practices

• Pedagogy

• The art or science of being a teacher; Teaching.

• Usually refers to children

• Andragogy

• The process of engaging adult learners

Draw Your View of Education

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• Practices

• Constructivism

• Argues humans construct meaning from current knowledge structures. Constructivism values developmentally-appropriate facilitator-supported learning that is initiated and directed by the learner. This is the part through which educators (facilitators) wish to approach students in constructing meaning of new concepts.

• Behaviorism (Didactic/Expository)

• Teacher centered with a PASSIVE student. Memorization acts as a tool to build knowledge in a hierarchical manner.

• Discovery Based

• Student centered as they build upon experiences by discovery, focused on the task and not the subject.

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Understanding By Design

• This curricular development technique takes an almost backwards way of planning.

• I usually start by knowing the general topic (for instance atoms). Then I do quite a bit of research on the topic if it is new to me.

• After doing research I begin to form what are called essential questions. Essential questions should address a big idea.

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Essential Questions

• How is energy conserved?

• What drives scientific and technological advancement?

• Why and how does the ozone hole form?

• Can everything be quantified?

• What is a pattern?

• How doe we find patterns?

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• After I form an essential question I begin to determine what types of activities will help to foster understanding in the students and enable them to answer the essential questions.

• So activities are the last part of the puzzle, not the first.

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Object Based Learning (OBL)

• Look directly at an object, i.e. a sculpture or painting, artifact or advertisement, primary document or ritual object.

• Use a myriad of questions to discover its role and importance in our world – past, present, and future.

• Objects are used to initiate discussion, as well as make connections to the learners own experiences.

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Inquiry Based Learning (IBL)

• An instructional method developed during the discovery learning movement of the 1960s.

• It was developed in response to a perceived failure of more traditional forms of instruction.

• Inquiry learning is a form of active learning.

• Progress is assessed by how well students develop experimental and analytical skills rather than how much knowledge they possess.

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Visual Thinking Strategies

• A way of looking at art and images to help foster observation skills and critical thinking.

• Consists of three questions:

• What is happening in this picture/piece?

• What do you see that makes you say that?

• What more can we find?

• There are NO wrong answers

• Don’t direct the discussion, let the group do that. This is the key difference between VTS and IBL.

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What are some other ways to use VTS?

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Taking Your Class Outside

• Most schools in the area have a school garden. These garden’s can be used for so much more than they are currently being used for.

• Studies show that students who learn outside retain the information gathered more effectively.

• I have also witnessed students engaging more quickly with the lessons when presented outside.

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• A great way to start thinking about using your garden is when learning about plants, but there are many other ways you can use your outdoor spaces.

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Make a solar oven when doing energy.

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Have students find the volume of dirt in the garden beds

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What are some other ideas for taking your

class outside?

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Add a Creative Element to Your Lesson

• My thesis in grad school was about engaging both the left and right brain when planning lessons.

• When students were able to engage in a creative activity related to the topic after learning a concept they retained the information at an astoundingly higher rate.

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Make your own Electromagnet

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Relief Art

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What are some other ideas for taking

adding a creative element to your

lesson?

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Helpful websites

• www.ccmuseum.com

• http://www.vtshome.org/

• http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx

http://www.ccmuseum.com/
http://www.vtshome.org/
http://www.vtshome.org/
http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx
http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx
http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx
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Thank You!

• Sarah ColesEducation Director

361-826-4661

[email protected]

mailto:[email protected]

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