Goals for To learn about the interactive teaching model called presentation.

Goals forGoals for

To learn about the interactive teaching To learn about the interactive teaching model called presentation.model called presentation.

Inquiry-PBL SuggestionsInquiry-PBL Suggestions

1. Decide on a method of investigation that will work 1. Decide on a method of investigation that will work best for your topic and theme.best for your topic and theme.

DescribingDescribing Controlled ExperimentingControlled Experimenting Pattern FindingPattern Finding How To Do ItHow To Do It

2. What is a possible Question to Answer or Problem to 2. What is a possible Question to Answer or Problem to Solve?Solve?


Have students complete four components of Have students complete four components of a scientist notebook: Focus Question, a scientist notebook: Focus Question, Prediction, Data/Observation, Conclusion. Prediction, Data/Observation, Conclusion. Create a mini-book Create a mini-book

e.g, “folding book” on heavy weight papere.g, “folding book” on heavy weight paper


Post a large chart on your project Post a large chart on your project display board that includes the display board that includes the Focus Question, Prediction, and Focus Question, Prediction, and Data/Observations, Conclusion. Data/Observations, Conclusion. Post “writing promptsPost “writing prompts””

Focus QuestionFocus Question

PredictionPrediction

II think this will happen…think this will happen…

Because…..Because…..

Data/ObservationsData/Observations

This is what I observed:This is what I observed:

DrawingDrawing

CaptionCaption

ConclusionConclusion

I learned that…..I learned that…..

Purpose of PresentationPurpose of Presentation (Figure 7.1)(Figure 7.1)

ConsiderationsConsiderations

1.1. 1/6 to 1/4 of all classroom time is devoted to 1/6 to 1/4 of all classroom time is devoted to presentation.presentation.

2.2. Use of presentation increases with grade Use of presentation increases with grade levels-from elementary to high school.levels-from elementary to high school.

3.3. It’s a popular model among teachers. It’s a popular model among teachers.

TURN AND TALKTURN AND TALKYou’ve experienced 2300+ hours of lecture You’ve experienced 2300+ hours of lecture during 13 years of K-12 instruction. during 13 years of K-12 instruction. What makes a presentation (lecture) What makes a presentation (lecture) effective?effective?

Planning for PresentationPlanning for Presentation

1.1. Prepare instructional objectives.Prepare instructional objectives.2.2. Choose content.Choose content.

• Conceptual MappingConceptual Mapping• Pre-assessing students’ prior knowledgePre-assessing students’ prior knowledge

3.3. Select advance organizer.Select advance organizer.4.4. Adapt presentation for differing student Adapt presentation for differing student

abilities.abilities.• Use photographs, diagrams, illustrations.Use photographs, diagrams, illustrations.• Use varying cues and examples.Use varying cues and examples.• Be concrete.Be concrete.

5.5. Plan for materials, time and space.Plan for materials, time and space.

Prepare Instructional ObjectivesPrepare Instructional Objectives

The students will be able to classify a squid as cephalopod.

The student will be able to relate a squid to an octopus, cuttlefish and nautilus.

Instructional SequenceInstructional Sequence

1.1. Review, clarify aims and establish Review, clarify aims and establish set.set.

2.2. Present advance organizer.Present advance organizer.

3.3. Present learning materials.Present learning materials.

4.4. Monitor and check for understanding Monitor and check for understanding and strengthen student thinking.and strengthen student thinking.

TimeTimeTEACHER ACTIONTEACHER ACTION TIMETIME

Review, clarify aims and Review, clarify aims and establish set.establish set.

2 min.2 min.

Present advance organizer.Present advance organizer. 3 min.3 min.

Present learning materials. Present learning materials. 20 min.20 min.

Monitor and check for Monitor and check for understanding and strengthen understanding and strengthen student thinking.student thinking.

10 min10 min

SpaceSpace

Arrange furniture and area for Arrange furniture and area for presentation.presentation.

Establish board space for posting Establish board space for posting visual aids.visual aids.

Group students in pairs for “Turn and Group students in pairs for “Turn and Talk.”Talk.”

Arrangement of FurnitureArrangement of Furniture (Figure 7.7)(Figure 7.7)

Traditional Row and Column

Helps focus students Helps focus students attention on teacher and attention on teacher and presentation areapresentation area

Supports individual Supports individual learninglearning

Arrangement of FurnitureArrangement of Furniture

Helps focus students attention on teacher and Helps focus students attention on teacher and presentation areapresentation area

Supports cooperative learning (Turn and Talk)Supports cooperative learning (Turn and Talk)

U-Shaped or Horseshoe - Paired Seating

Aspects of Clear Aspects of Clear PresentationsPresentations

(Figure 7.10)(Figure 7.10)

Be clear about Be clear about aims and points.aims and points.

Go through your Go through your presentation step presentation step by step.by step.

Be specific and Be specific and provide several provide several examples.examples.

Check for student Check for student understandingunderstanding

MaterialsMaterials

Visual AidsVisual Aids Handout for Note-TakingHandout for Note-Taking

Did you know the 90’s fad Did you know the 90’s fad included “Inky” Beanie Baby, included “Inky” Beanie Baby,

a a Cephalopod?Cephalopod?

Is Inky a squid or an octopus? How would you know?

Cephalopods

Types

Number and Sizes

Anatomy

Predators and Prey

Behaviors

Location

Cephalopods

For Note-Taking

AnatomyAnatomy A A cephalopodcephalopod is a is a

PodPod = foot= foot

CephaloCephalo = head = head

Anatomy

An animal. An invertebrate. A CEPHALOPOD!

Video of Squid

TypesTypes

SquidSquid OctopusOctopus CuttlefishCuttlefish NautilusNautilus

Types Anatomy

LocationLocation

In oceans around In oceans around the worldthe world

Deep in the ocean Deep in the ocean near the bottomnear the bottom

Coral reefsCoral reefs

Types Anatomy

Location

-What does the Greek word What does the Greek word cephalopodcephalopod mean? mean?

Check for understanding - 1

- List four types of cephalopods.- List four types of cephalopods.

Types Anatomy

LocationNumber and Sizes

Number and SizesNumber and Sizes

There are more than 800 There are more than 800 different kinds.different kinds.

SmallestSmallest: The pygmy : The pygmy squid is no larger than squid is no larger than your fingernail.your fingernail.

LargestLargest: The colossal giant : The colossal giant squid is larger than a city squid is larger than a city bus.bus.

BehaviorsBehaviors Excellent visionExcellent vision Color BlindColor Blind Defends itself by changing Defends itself by changing

colors and ink cloudcolors and ink cloud Moves with jet propulsionMoves with jet propulsion Grabs prey with arms and Grabs prey with arms and

tentaclestentacles An octopus regenerates an arm An octopus regenerates an arm

if it loses it.if it loses it.

Types Anatomy


Video of a Cuttlefish

Video of Squid

BehaviorsHoudini Octopus

What behaviors do What behaviors do cephalopods use to defend cephalopods use to defend themselves from predators themselves from predators

or to capture their prey?or to capture their prey?


Predators and PreyPredators and Prey

PredatorsPredatorssperm whales, sharks, sperm whales, sharks, barracuda, sealsbarracuda, seals

PreyPreyfish, crabs, lobsters, fish, crabs, lobsters, clams, oysters, larvae of clams, oysters, larvae of crabs and shrimpcrabs and shrimp

Types Anatomy


Behaviors

Predator and Prey

Video of Octopus and Shark

Feeding a Giant Octopus

Identify two predators and Identify two predators and two prey of cephalopods.two prey of cephalopods.


If you saw these animals while If you saw these animals while scuba diving, how would you scuba diving, how would you know they were cephalopods?know they were cephalopods?

Extend student thinking

“ “3-2-1”3-2-1”

33 things you learned today. things you learned today.

22 things you would like to things you would like to know know

more about cephalopods.more about cephalopods.

11 thing about thing about whatwhat or or howhow you’re learningyou’re learning

ClosureClosure

Teacher’s closing statements and Teacher’s closing statements and questions.questions.

Causes students to summarize the Causes students to summarize the new knowledge.new knowledge.

Purpose: Purpose: Focuses attention to the end of the lessonFocuses attention to the end of the lesson Organizes students’ learningOrganizes students’ learning Scaffolds - bridges knowledge learned during Scaffolds - bridges knowledge learned during

the lesson to prior knowledgethe lesson to prior knowledge Reinforces knowledge that was learnedReinforces knowledge that was learned

-What is a cephalopod?What is a cephalopod?

- - This is how my thinking has changed about This is how my thinking has changed about squid and other cephalopods.squid and other cephalopods.- What would you like to know more about?- What would you like to know more about?

Extend student thinking

What a Teacher Says:Today, you learned about a group of animals that are invertebrates and classified as cephalopods. Now, Turn and Talk. What is a cephalopod? How has your knowledge changed? What would you like to know more about?

Advance OrganizerAdvance Organizer((see Arends p. 269)see Arends p. 269)

Teacher’s introductory statements and Teacher’s introductory statements and questions.questions.

Different from establish set and reviewDifferent from establish set and review Purpose: Purpose:

focuses attention on topic at hand and informs focuses attention on topic at hand and informs students where the lesson is goingstudents where the lesson is going

Scaffolds: Bridges prior knowledge to knowledge Scaffolds: Bridges prior knowledge to knowledge to be learnedto be learned

Provides structure for knowledge to be learnedProvides structure for knowledge to be learned

Cephalopods

Types

Number and Sizes

Anatomy

Predators and Prey

Behaviors

Location

What a Teacher Would Say:

In a few minutes, I will present information about Cephalopods. Scientists classify squids as an animal and an invertebrate. Squids are a type of of invertebrate called a Cephalopods. You will learn about the topics in the above conceptual mapping. I want you to take notes as I speak.

Establish SetEstablish Set((see Arends p. 267)see Arends p. 267)

Teacher’s introductory statements to get Teacher’s introductory statements to get students ready for and engage in learningstudents ready for and engage in learning

Different from other ways of introducing a lesson Different from other ways of introducing a lesson (review, advance organizers)(review, advance organizers)

Purpose: Purpose: Scaffolds: gets students to use prior knowledge and Scaffolds: gets students to use prior knowledge and

skills from long-term memoryskills from long-term memory Communicates a link to the knowledge to be presented.Communicates a link to the knowledge to be presented. Stimulates interests and involvementStimulates interests and involvement Teahcher uses cues such as questions or visual images.Teahcher uses cues such as questions or visual images.

The 90’s fad included “Inky” The 90’s fad included “Inky” Beanie Baby is a Beanie Baby is a Cephalopod.Cephalopod.

What a Teacher Would Say:During our two classes, we learned about the parts of a squid. Today you will learn that scientists classify a squid as a cephalopod. Did you recognize this Beanie Baby? Inky is a cephalopod. Is Inky a squid or an octopus? How would you know?

Goals for To learn about the interactive teaching model called presentation.

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