Models of Teaching -...
Transcript of Models of Teaching -...
MODELS OF TEACHING PORTFOLIO
Submitted by
Maria G. Frias-Medina
to
Dr. Julia Janz
in partial fulfillment of the requirements for
EDUC 6330
Teaching Methodology for the Professional
July15, 20013
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Table of Contents
Purposes and Objectives 2
Model # 1 Attaining Concepts 3
Example A: Simple Present Tense (Indicative)
Model # 2 The Picture-Word Inductive Model 6
Example A: Eat Fruits – Be Healthy
Model # 3 Learning from Presentations 9
Example A: Advance Organizer – How is the Weather?
Model # 4 Learning to Think Inductively 12
Example A: The Plastic Pollution – Save the Planet
Model # 5 Inquiry Training Model 17
Example A: Diego Rivera – Worldwide Mexican Painter and Muralist.
Model # 6. Synectics for Creating Something New, Strategy One 20
Example A: Telling the Time
Model # 7 Partners in Learning 23
Example A: Why Dubai is a Role Model of 21st Century City?
Model #8 Memorization 26
Example A: Vowel-Sound Pronunciation in Spanish
Model #9 Role Playing 34
Example A: America's High School Dropout Epidemic.
Model #10 Direct Instruction 38
Example A: The Best Cities of Latin America
Reflection 41
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Purpose and Objective of Portfolio
EDUC 6330
Purpose: The goal of this portfolio is to present different models of teaching that have been
introduced during the class, with the purpose to create communities of expert learners through
effective scientific methods of instruction.
Objective: As a Spanish language teacher for the Secondary Level, my primary goal is to create
practical lessons that help students to develop the ability of learning academic concepts
effectively through research-based methods of instruction, and at the same time to help them to
experience with real-life activities related with the real world. With this purpose in mind, I
developed attractive content lessons that guide the learners in the process of Spanish language
acquisition. The methods presented in this portfolio were elaborated in detail, in order to convert
my lessons in useful resources to my teaching career. The format style presented in each lesson
plan is the Syntax outline which is the method utilized in the textbook for each model.
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Model # 1 - Attaining Concepts - Sharpening Basic Thinking Skills
Example A: Simple Present Tense (Indicative)
“The concept attainment model helps students learn concepts and study how they think.
Simultaneously, it leads students to develop concepts and obtain conceptual control over
their thinking strategies.”
Joyce and Calhoun, 1996
Objective: The student will recognize that any Spanish regular verb in the simple present has an infinitive
ending: –ar, -er, ir, and they will discover that all verbs in Spanish have a stem and an ending.
They will find the similitudes and differences between English verbs and Spanish verbs in the
simple present tense. Also, the student will notice that some verbs are irregulars and have
different endings and they cannot be modified.
Elements of the Model: Concept attainment is a constructivist approach to teaching and learning drawn from the work of
Jerome Bruner (1956). Students apply their prior understanding to determine the attributes of a
concept by a process of comparing and contrasting. Through this structured inquiry approach,
students learn to: distinguish between relevant and irrelevant information, observe, classify, and
hypothesize, connect newly attained concepts with new information, think inductively. The
teacher’s principal responsibilities are to provide examples, record student data, and ask probing
questions. The principal goals of the concept attainment model are to enhance long-term learning
and enable students to develop a habit of analytic thinking through induction.
(http://www.stemresources.com/static/tools/Inquiry/ConceptAttainment/ConceptAttainment.pdf)
Lesson: Spanish Simple Present Tense (Indicative)
The students will have six words in the list of positive exemplars, the first word is the stem of a
regular infinitive verb “hablar” (to speak) and the other six have been modified (endings). The
second column has the verb “estar” (verb to be) an irregular infinitive verb in the negative
exemplars. The second list will have the –er endings and the third one will have the –ir endings.
Phase One: Presentation of Data and Identification of Concept
The teacher will ask students to form groups of two, after that, she gives to each group a list of
positive and negative exemplars. The emphasis of this lesson is on the inductive process.
The learners are informed that all the positive examples have one idea in common and the
instances are presented in positive and negative exemplars. Their task is to compare and justify
the attributes of different examples developing hypotheses about the nature of the concept; the
purpose will be to name their concepts and to state the rules or definitions of the concepts
according to their essential attributes. (Joyce, Weil, Calhoun, 2009, p. 117)
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The teacher follows the next steps during the activity: First, students compare attributes in
positive and negative examples, after that, teacher asks students to generate and test hypotheses
explaining them that a hypothesis is a supposition or uncertain belief. Finally teacher asks
students to state a definition according to the essential attributes.
“The teacher will ask students to reflect on any hypotheses they may have developed, but not
share them with the other students, because each student needs to develop their own.” (Joyce,
Weil, Calhoun, 2009, p. 106)
LABELED EXAMPLES.
Positive Exemplars Negative Exemplars
(infinitive) hablar (to speak)
(yo) hablo (I speak)
(tú) hablas (you speak)
(él, ella, usted) habla (he, she speaks)
(nosotros) hablamos (we speak)
(vosotros) habláis
(ustedes) hablan (you speak)
(infinitive) estar (to be)
(yo) estoy (I am)
(tú) estás (you are)
(él, ella, usted) está (he, she is)
(nosotros) estamos (we are)
(vosotros) estáis
(ustedes) están (you are)
Phase Two: Testing Attainment of the Concept
The teacher will give students another list of verbs but in this time with the –er verb ending
“correr” (to run), “leer” (to read). The students need to redefine their hypotheses as they see the
new list and when they compare and contrast both lists. Students confirm or disconfirm their
original hypotheses, revising their choice of concepts or attributes as necessary.
Positive Exemplars Negative Exemplars
(infinitive) correr (to run)
(yo) corro (I run)
(tú) corres (you run)
(él, ella, usted) corre (he, she runs)
(nosotros) corremos (we run)
(vosotros) corréis
(ustedes) corren (you run)
(infinitive) leer (to read)
(yo) leo (I read)
(tú) lees (you read)
(él, ella, usted) lee (he, she reads)
(nosotros) leemos (we read)
(vosotros) leéis
(ustedes) leen (you read)
Phase Three: Analysis of Thinking Strategies
The teacher will give students the last list of verbs, but in this time with the –ir verb ending
“escribir” (to write), “decir” (to say). After this, the teacher asks them to analyze their strategies
again comparing the new list with the other ones and get conclusions. The teacher asks them to
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describe their patterns followed in their hypotheses and they have to respond to the following
question: What happened when the hypotheses were not confirmed. Finally she will ask them:
What are their final definitions of the concepts?
Positive Exemplars Negative Exemplars
(infinitive) escribir (to write)
(yo) escribo (I write)
(tú) escribes (you write)
(él, ella, usted) escribe (he, she writes)
(nosotros) escribimos (we write)
(vosotros) escribís
(ustedes) escriben (you write)
(infinitive) decir (to say)
(yo) digo (I say)
(tú) dices (you say)
(él, ella, usted) dice (he, she says)
(nosotros) decimos (we say)
(vosotros) decís
(ustedes) dicen (you say)
At the end of this activity the teacher presents direct instruction of the concepts to whole class
and clarifies misunderstandings and presents the concept of “Simple Present Tense Verbs in
Spanish”. The teacher gives students the opportunity to have a guided practice and independent
practice.
Content Area Applications: • English/Language Arts: regular and irregular verbs.
• Social Studies: developing important concepts such as democracy, socialism, capitalism, etc.
• Mathematics: triangle, statistics, chance events.
• Science: flowering plants, vertebrates, rock types, DNA.
Managing this Activity: 1. Printables.
2. Pencils, paper, index card, paper strips, markers, tape
Accommodations for Special Need Students: 1. Material Accommodations: Written directions and highlight essential information,
additional practices, glossaries.
2. Accommodations involving Interactive Instruction: Providing copy of a lecture notes,
step by step instruction, verbal and visual information and mnemonics instruction.
3. Instructional Accommodation: Groups of two.
4. Verbs written in paper strips for easy manipulation in the process of comparing the
attributes.
5. Manipulatives.
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Model # 2 –The Picture-Word Inductive Model (PWIM)
Developing Literacy Across the Curriculum
Example A: Eat Fruits – Be Healthy
“Built on the language experience approach, the picture-word inductive model enables
beginning readers to develop sight vocabularies, learn to inquire into the structure of
words and sentences, write sentences and paragraphs.”
(Joyce, Weil, Calhoun, 2009, p. vii)
Objective: The student will identify and pronounce in Spanish language the most common fruits eaten in a
breakfast and they will get conclusions about why eating fruits help us to be healthy.
Elements of the Model: Calhoun (1998) developed the Picture Word Inductive Model (PWIM), which uses pictures
containing familiar objects, actions and scenes to draw out words from children’s listening and
speaking vocabularies. This model helps students add words to their sight reading vocabulary, as
well as their writing vocabulary, and also discover phonetic and structural principles present in
those words. (http://olc.spsd.sk.ca/DE/PD/instr/strats/pwim/index.html)
Lesson: Eat Fruits – Be Healthy.
Step one: Concept Learning
The teacher asks students to work in groups of two, after that, she presents the following picture
on the smart-board or projector and asks them to study it carefully.
Source: http://img.21food.com/20110609/product/1306804187148.jpg
naranja
durazno
manzana
fresas
Uvas
peras
plátanos
ciruela
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The teacher asks them: What do you see? (Students named fruits in English) and asks them to
write all their responses in an index cards (one word for each) about all of they are seeing. After
that, the teacher asks them to look for the Spanish meaning for each one, writing their response
in the other side of the index card. Dictionaries are provided to perform this activity. In turns,
the teacher requests to label the items using the word in Spanish. The responses are posted on the
board. The teacher reads the labels aloud and asks them to repeat chorally and she adds more
words only of some are missing.
Step two: Interpretation of Data The teacher requests students to group the items into categories according to common attributes.
During classification, several categories of word families will emerge, i.e. by color, size, flavor,
singular, plural, calories, nutritious value, price, etc. In the time they are grouping their Spanish
fruit vocabulary list, they need to say aloud, spell, and say aloud the word. The teacher requests
students to think of a title (Such as: “Fruits the delight of the Life”) for their vocabulary.
Step three: Applications of Principles.
Each group will write sentences using words derived from the picture. The teacher will ask them
to write creatively triggering their imagination during their writings. After this activity, the
students will respond to the following question: What can you infer from the picture? (The
students make suggestions) and the teacher will ask them to write a paragraph explaining why
eating fruits help us to have a healthy body. As a final project they create a poster explaining the
importance of the fruits in our life.
Content Area Applications: • English/Language Arts: Vocabulary Developing and Writing Sentences Skills.
• Social Studies: Political Features, Countries and Cities.
• Mathematics: Math Vocabulary Connection
• Science: Rocks classification.
Managing this Activity. 1. Index card, pencils, construction paper, markers, and scissors, decorative
2. Dictionaries
3. Visual poster.
Accommodations for Special Need Students. 1. Instructional Accommodation: Groups of two, one-on-one instruction.
2. Visual vocabulary with graphic organizers
3. Colored Taped to classify
4. Manipulatives
5. Hands-on activity
Modification: Same activity to “Veggies Vocabulary” See the following picture.
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Model # 3 –Learning from Presentations
Example A: Advance Organizer – How is the Weather?
“So why not provide the scaffold (of idea) at the beginning (of the course)? Let the students
in on the secret of the structure, including an understanding of how it continually emerges
through further inquiry, so that the mind can be active as the course progresses.”
(David Ausubel to Bruce Joyce, November 1968)
Objectives: The purpose of this activity is to integrate advance organizers and mnemonic song activity to
recognize kinds of weather and the students will be able to describe: how is the weather in
Spanish?
Elements of the Model: Advance organizer is relevant introductory materials presented in advance in any format of text,
graphics, or hypermedia (Ausubel, 1968). Teachers use an advance organizer to present a
framework for module content. The Ausubel's idea of an "advance organizer" is to relate what a
student already knows to the new content to be learned and thus increase retention. Advance
organizers should be at a higher level of abstraction, generality, and inclusiveness than the
content to be presented. (Chen & Hirumi, 2009).
Lesson: How is the weather?
Phase one: Presentation of Advanced Organizer
The teacher introduces the lesson explaining that the purpose of the lesson is to talk about: How
is the weather? But, before discussing the topic, students need to recognize what kinds of
weather we have. Using the following graphic organizers in a brainstorming activity, the teacher
starts writing the students’ ideas.
Source: Houghton http://www.eduplace.com/science/hmsc/content/organizer/
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The teacher gives some examples about kinds of weather through the following video: different
kinds of Weather. In order to remind the concepts learned the teacher presents a mnemonic song
activity to remind students How is the weather? The teacher transfers this knowledge to Spanish
vocabulary.
Phase Two: Presentation of Learning Task or Material
After last activity, the teacher presents the following graph and asks the students: What kind of
weather is the best for going to the beach and requests students name all the kinds of weather that
are illustrated in the graph. They have to say it aloud in Spanish using the following structure:
“Hace calor”, (It is sunny), “Hace…
http://www.bing.com/images/search?q=weather&FORM=HDRSC2#view=detail&id=E48872EE22F44F3326AE89BA78CD7CB4F52DE896&s
electedIndex=5
Phase Three: Strengthening Cognitive Organization
The teacher will present the following video explaining Our World: What is Weather? What is
the definition of weather? She asks their responses and she modeled the responses in Spanish.
Source: Houghton http://www.eduplace.com/science/hmsc/content/organizer/
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With this information the students will review the following 7 day forecast from 4HD and they
will explain in Spanish through complete sentences how will be the weather for the next days.
The students need to suggest what kind of outfit is recommended to wear and what kind of
leisure is recommended.
In this lesson is expected that students can apply the skills learned in prior lessons about
numbers, days of the week, clothes, and leisure activities in combination with weather
knowledge.
Content Area Applications: • English/Language Arts: Plot Story Structure
• Social Studies: Timeline
• Mathematics: Venn Diagram
• Science: Compare & Contrast
Managing this Activity: 1. Index card, pencils, construction paper, markers, and scissors, decorative
2. Dictionaries
3. Visual graphs.
Accommodations for Special Need Students. 1. Instructional Accommodation: Groups of two, one-on-one instruction.
2. Visual vocabulary
3. Vocabulary List and Check list
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Model # 4 Learning to Think Inductively
Forming Concepts by Collecting and Organizing Information
Example A: The Plastic Pollution – Save the World.
“Thinking inductively is inborn and lawful. This is revolutionary work, because schools
have decided to teach in a lawless fashion, subverting inborn capacity.”
(Hilda Taba to a group sitting on the steps of the Lincoln Memorial, 1966)
Objective: The students will be able to collect, manipulate, and using data to classify recycling objects and
they will be able to categorize them with the purpose to reach conclusions about how plastics are
polluting our planet and what measures we need to take to save our planet. Also, the student will
be able to apply the concepts learned using the Spanish language.
Elements of the Model:
This model is an adaptation of the work of Hilda Taba (1966). “She believes educational
curriculum should focus on teaching students to think rather than simply to regurgitate facts”.
According to this view, this model supports an accelerated process of learning by having
students applying their abilities through the following levels of knowledge: Concept formation,
Interpretation of Data, and the Application of Principles. These stages will facilitate students to
think more efficiently and to be more creative thinkers. The teacher’s role in this model is to
monitor the students’ ideas and to support students to clarify their own ideas.
Lesson: The Plastic Pollution – Save the World.
Phase One: The Concept Formation The teacher will ask students to work in groups of four and she will present a “Garbage Picture”
(See below Fig. 1). The teacher gives the students a vocabulary list (English-Spanish) with the
lesson words and she will ask them to make a list with at least 15 articles that they are seeing
from the picture and categorize them according to their own criteria. Once the list is done, the
teacher will ask them to create categories according to recyclable principles, writing the list of
objects in each category. She will explain them that she won’t constrict their ideas and she will
tell them that all responses as correct. They must write their categories in Spanish. Dictionaries
are provided to look for additional words that are not included in their vocabulary list.
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Phase two: Interpretation of Data.
The teacher will ask them to analyze their categories and asks them: What categories that you
have in your lists, are highly pollutant to the environment? The teacher asks them if they need to
reanalyze and correct their categories.
After that, the teacher will present the following picture (see below Fig. 2) and she asks them to
observe carefully every detail in the picture. Once they observe the picture, the teacher tells them
if they need to reconsider their data list and their categories once again. The teacher presents the
following videos “Plastic Pollution”, and “The Great Pacific Garbage Patch” . After the videos,
she asks them again to refine, reclassify, or collapse their categories sets according to the
information learned.
Once they complete and polish their data, the teacher asks each group to create a chart on the
board with their categories demonstrating the relationship they believe exist in each category.
The students present to the class their reasoning processes used to come to their conclusions.
Fig. 1
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Phase Three: The Application of Principles:
After their discussion, the teacher presents the following video “A Polluted Paradise” and asks
them: Is there something missing in your categories? The teacher gives the opportunity team by
team to add their changes in order to complete and to have the best organized charts. Finally, the
teacher asks students: What is the impact of the “Plastic Pollution in the world”? and presents the
following picture (Fig. 3)
Fig. 2
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Having their categories refined on the board, and their hypotheses, the teacher explains that the
same principles are applicable to any language, and today we learned about the impact of the
plastic damaging the environment and its social impact in the health, letting us know the
importance about recycling. The teachers clarify that the same concepts are applicable for all
languages but in this lessons the concepts were learned in Spanish language. The teacher models
the list pronunciation and asks them to pronounce the words aloud. The teacher closes their
lesson with the following video “Save the Planet”
After the video asks them: What new things you can create with the articles that are in your list?
Homework: The teacher asks students to create a poster (in two foreign languages, one must be
in Spanish) in order to persuade the community school to protect our environment recycling
plastic materials.
To close this lesson, the teacher will present a video with Spanish lyrics of “Save the World”
song, in allusion to Haiti who was devastated by a Hurricane in 2010 and today is facing a huge
“plastic pollution” that is affecting children and population in general.
“We are the World” Latin Singers. (https://www.youtube.com/watch?v=anh3fJVHbtI)
“We are the World” (English Version) https://www.youtube.com/watch?v=T7NnbmTLzng
Fig. 3
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Content Area Applications: • English/Language Arts: “Saver our Natural Resources”
• Social Studies: Natural Resources
• Mathematics: Classifying and Organizing Data
• Science: Recycling
Managing this Activity: 1. Card board, markers, paper, pencils and scissors
2. Dictionaries
3. Visual graphs and videos
Accommodations for Special Need Students 1. Material Accommodations: Written directions and highlight essential information, additional
practices, glossaries.
2. Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by
step instruction, verbal and visual information and mnemonics instruction.
3. Instructional Accommodation: Cooperative Group with Positive Behavioral Support.
4. Postinstructional activities.
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Model # 5. Inquiry Training Model
“The Art of Making Inferences”
Example A: Diego Rivera – Worldwide Mexican Painter and Muralist.
“There’s an aesthetic dimension to everything. Every school environment, every teaching
act, every setting you create to spend time in, enhances or diminishes the quality of life.
Whether you’re teaching science or art, the challenge is to make it beautiful”
(Elliot Eisner to the Association for Supervision and Curriculum Development, Spring 1990.)
Objective: The students will be able to make inferences about Diego Rivera, a Mexican worldwide painter
and muralist. The student will be able to explain why Leon Trotsky had a close relationship with
Diego Rivera and how this fact is important in the worldwide history. At the end of the lesson,
the student will be able to explain why Diego Rivera represents an icon in the Mexican culture
and his impact in the painting art field.
Elements of the Model: Inquiry Training was developed by Richard Suchman (1962) to teach students a process for
investigating and explaining unusual phenomena. Suchman’s model takes students through
miniature versions of the kinds of procedures that scholars use to organize knowledge and
generate principles. Based on a conception of scientific method, it attempts to teach students
some of the skills and language of scholarly inquiry. Suchman developed his model by analyzing
methods by creative research personnel, especially physical scientist. As he identified the
elements of their inquiry processes, he built them into the instructional model called inquiry
training. (Joyce, Weil & Calhoun, 2009, p.174)
Lesson: Diego Rivera – Worldwide Mexican Painter and Muralist.
Phase One: Explain Inquiry Procedures. Present discrepant event.
The teacher accommodates the instruction in group of four, and starts the lesson saying: Today
we are going to learn how to be masters in making inferences. The teacher explains that this
lesson will present a cultural background where history and art are together and how this fact
impact all the Spanish speaking countries and non-Spanish speaking world. She asks them to see
the following video, and tells them that they have to observe every detail from the film and they
have to respect the personages’ outfits, customs and traits without laughing. This is an original
video of Trotsky & Rivera.
After the video the teacher asks them to predict what is happening in the video. They must
predict through questions to help them to figure out who the personages are; where this video
where filmed and why this video is so important for the history.
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The students can make questions that can be answered with “yes” or “no” by the teacher. When
the question is not state in the yes or no form, the teacher will ask students to restate their
questions.
After question inquiry, the teacher will ask them to develop their own hypothesis about the
video.
Phase Two: Data Gathering – Verification
The teacher writes on the board the following names: Diego Rivera, Leon Trotsky, Frida Kahlo
and The Blue House (Casa Azul).
The students use technology, dictionaries, journals, books, Rivera’s and Kahlo’s paintings and
history books, provided by the teacher to their research. The students continued making yes or no
questions during their research and restate their hypotheses. During the verification process, the
teacher broaden the students’ inquiry by expanding the type of information they obtain, also
make them questions to verify how they are gaining information and to help them to build their
theories.
Phase Three: Data Gathering – Experimentation
The teacher presents the film once again and asks them to look for more information through yes
or no questions and asks them to restate their hypotheses again. With their final hypotheses, the
teacher asks them to investigate in order to prove their hypotheses or test causal relationships.
Phase Four: Organizing, Formulating an Explanation
The teacher calls on the students to organize the data and to formulate their explanations. The
students present their findings and fully respond to the problem (hypothesis) situation.
Phase Five: Analysis of the Inquiry Process
The teacher asks students to analyze their inquiry strategies and ask them to think in other
effective ones for the next project.
The students present to the class their final research about Diego Rivera, Frida Kahlo and Leon
Trotsky.
Modification: The “Spanish Native Speakers” students will have the opportunity to see the
following videos instead of the first one, and they will be able to research Diego Rivera’s
painting style as “Lilies” and his social ideology represented in his murals.
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El asesinato de León Trotsky
Trotsky y México, Dos Revoluciones del Siglo XX
Content Area Applications: • English/Language Arts: “History Language Skills”
• Social Studies: Russian and Mexican Revolution
• Mathematics: Classifying and Organizing Data
• Art: Diego Rivera & Frida Kahlo
Managing this Activity: 1. Video
2. Dictionaries, books, journals, magazines, Diego Rivera & Frida Kahlo paintings and history
book.
Accommodations for Special Need Students
• Material Accommodations: Written directions and highlight essential information, additional
practices, glossaries.
• Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by
step instruction, verbal and visual information and mnemonics instruction.
• Instructional Accommodation: Cooperative Group with Positive Behavioral Support.
• Postinstructional activities.
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Model # 6. Synectics for Creating Something New, Strategy One
“The Arts of Enhancing Creative Thought”
Thinking Creatively
Example A: How Important is to Learn a Second Language?
“Of all the models, Synectics has got to give the most immediate pleasure when you’re
leading the exercises. We’ve been teaching kids (both elementary and secondary) to lead
synectics. I have to admit that I always have a little touch of green when I turn it over the
kids, because they’re going to have the fun, now.”
(Letter from Bruce Joyce to Bill Gordon, January 1971.)
Objective: The students will be able to work cooperatively and creatively to create analogies and metaphors,
creating responses to understand how important is to learn a second language.
Elements of the Model: Synectics, designed by William J.J. Gordon (1961a), is a very interesting and delightful approach
to the development of innovations. The initial work with Synectics procedures was to develop
“creativity groups” within industrial organizations-that is, groups of people trained to work
together to function as problem solver or product developers. There are two strategies or models
of teaching based on synectics procedures. One of these (Creating something new) is designed to
make the familiar strange, to help students see old problems, ideas, or products in a new, more
creative light. The other strategy (making the strange familiar is designed to make, new,
unfamiliar ideas more meaningful. Both strategies develop metaphoric thinking- the foundation
of creative thought through different phases. (Joyce, Weil & Calhoun, 2009, p.219)
Lesson: How Important is to Learn a Second Language?
Phase One: Describing the Problem or Present Condition
The teacher starts the lesson explaining: Today you will learn the importance of learning a
second language; you will learn it in an innovative way. We are going to use an interesting and
delightful approach called Synectics. The teacher will explain that synectics is “The Arts of
Enhancing Creative Thought” where whole participation and engagement is required and where
all answers are correct. She quotes “You will enjoy this class.”
Phase Two: Direct Analogy
The teacher creates direct analogies with unrelated topics, making the following stretching
exercises:
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1. How learning a second language is like a rose?
2. How a Chevrolet car is like a foreign language?
3. In what ways a camel represents the process of learning a second language?
4. Why a truck represents a symbol of learning a language?
5. How an elephant represents the foreign languages learning?
6. An airplane is like what part of learning a second language?
7. How is a building like learning a second language?
The teacher writes the students’ responses on the left side of the board (Direct Analogy) after
each question, and in the right side the teacher will write the responses of phase III (Personal
Analogy).
Phase Three: Personal Analogy
The Teacher supports the students’ analogy asking students to describe how it feels to be one of
the objects mentioned in the phase two. The teacher asks them:
1. How would it feel to be a rose?
2. You are a Chevrolet car. Where are you? What are you doing?
3. Pretend you are a camel. Describe yourself.
4. You are a truck, how do you feel?
5. Pretend you are an elephant. Describe yourself.
6. You are an airplane, what are your strengths?
7. What kind of a building you are?
Phase Four: Compressed Conflict
The teacher asks students to pair words that are in conflict (oxymoron) and asks them their
rationale. “The students take their descriptions from phases two and three, suggest several
compressed conflicts, and choose one”. (Joyce, Weil & Calhoun, 2009, p.227)
Examples:
1. How is a soft, delicate (as a rose) and rough and tough (as a truck)?
2. What machine is like a smile and a frown?
Teacher ends enumeration of possible compressed conflicts and asks them to select one that best
describes the importance of learning a second language.
Phase Five: Direct Analogy
The students generate and select another direct analogy, based on the compressed conflict. The
teacher starts using the compressed conflict chosen, asking them: how… is like learning a second
language.
The teacher writes the students responses on the board and enumerates the direct analogies and
asks them: What of them describe better the importance of learning a second language?
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Phase Six: Reexamination of the original task
Teacher has students move back to original task or problem and use the last analogy and/or the
entire synectics experience. Teacher helps students to make comparisons between the first direct
analogy (Phase Two) and the last direct analogy (Phase Five) to have a final definition.
Example:
1. Learning a foreign language is like a rose lovely and hated
2. Learning a foreign language is like a Chrysler car elegant and bored.
To close this lesson the teacher asks them to write in their journals why is important to learn a
second language.
Content Area Applications: • English/Language Arts: Creative Writing
• Social Studies: Global Market and Economy
• Mathematics: Classifying and Organizing Data
• Business: Creativity Thinking, Management Training, Marketing, Research and Engineering.
Managing this Activity: Group Discussion
Accommodations for Special Need Students
• Material Accommodations: Written directions and highlight essential information, additional
practices, glossaries.
• Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by
step instruction, verbal and visual information and mnemonics instruction.
• Instructional Accommodation: Cooperative Group with Positive Behavioral Support.
• Postinstructional activities.
Resources:
Synectics World= https://www.youtube.com/watch?v=gaXom1hzbrg
Synectics= https://www.youtube.com/watch?v=kU71PkSFn4o
Synectics Teaching = https://www.youtube.com/watch?v=F2DQPlDbvwM
Synectics Stretch: https://www.youtube.com/watch?v=GxpD2LaX2VI
23
Model # 7 - Partners in Learning
“From Dyads to Group Investigation”
The Social Family Model
Example A: Why Dubai is a Role Model of 21st Century City?
“The most stunning thing about teaching people to help kids learn cooperatively is that
people don’t know how to do it as a consequence of their own schooling and life in this
society. And, if anything is genetically-driven, it’s a social instinct. If it weren’t for each
other, we wouldn’t even know who we are.”
(Herbert Thelen to Bruce Joyce, about 1964.)
Objective: The students will be able to work in cooperative learning in the classroom to determine why
Dubai is a Role Model of 21st Century City? And what elements must be necessary to have a 21
st
Century City?
Elements of the Model:
Herbert Thelen is one of the founders of the National Training Laboratory. In many respects
Thelen’s group investigation model resembles the methods Dewey and Michaelis recommend.
Thelen (1960, p. 80) begins with a conception of a social being: “a man (woman) who builds
with other men (women) the rules and agreements that constitute social reality.”
In a Democracy and Education (1916), John Dewey recommends that the entire school be
organized as a miniature democracy. Students participate in the development of the social system
and, through experience, gradually learn how to apply the scientific method to improve human
society. This, Dewey feels, is the best preparation for citizenship in a democracy. The class
should become a miniature democracy that attacks problems and, through problem solving,
acquires knowledge and becomes more effective as a social group. Many attempts to use
democratic process did little change educational practice because the implementation was
superficial, following the form but not the substance of democracy (Joyce, Weil & Calhoun,
2009, p.278-279)
Two concepts are important in the Thelen’s strategy: Inquiry and knowledge. Inquiry is
stimulated by confrontation with a problem, and knowledge results from the inquiry.
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Lesson: Why Dubai is a role model of 21st Century City?
Phase One – Students Encounter a Puzzling Situation
The teacher starts the lesson in a cooperative learning environment conforming groups of five
students per group, and assigning to each student a role during before starting the lesson as
follows: Leader, class manager, resource manager, speaker and motivator. After that, the teacher
explains them: During the next three lessons we are going to be partners in learning, we will
work together in a research to figure out Why Dubai is a role model of 21st century city? And
what elements are important to have a 21st Century City. The teacher starts the lesson presenting
the following video: Dubai, 21st. Century City:
(https://www.youtube.com/watch?v=kz_jqbwiQqI)
Phase Two – Students Explore Reactions to the Situation
The students start in group discussion what elements are included to have a 21st. Century and
they compare and contrast if Houston is a 21st Century City.
Phase Three – Students formulate study task and organize for study (problem definition, role,
assignments, etc.)
In order to stimulate their curiosity the teacher presents the following video
The World Dubai: https://www.youtube.com/watch?v=7eUcRjo9Yv4&list=TLPEAnp7abRHU
The teacher provides them information about Dubai, maps, dictionaries, photos, books,
newspapers, videos, computer, internet access; in order the students can formulate their study
answering: Why Dubai is a Role Model of 21st Century City?
Phase Four – Independent and Group Study
Teacher guides students and presents them the following video about Dubai: Structure and How
It Works: https://www.youtube.com/watch?v=wOSci-rWf2Q. She asks them to take notes.
After the video: She writes on the board: What elements must have a 21st Century City? The
students continued with their research. They start writing their findings in a power point
presentation or prezzi.
Phase Five – Students analyze Progress and Process
The teacher guides their research and continues making questions to promote inquiry thinking.
The students includes in their presentations photos, facts and elements to support their research.
They need to respond: Why Dubai is a role model of 21st Century City? And what elements must
have a 21st Century City?
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Phase Six – Recycle Activity
The students present their projects and evaluate its solutions in terms of its original purposes.
The students repeat a cycle of researching with another confrontation or with a new problem
growing out of the investigation itself. The teacher prepares a Lab Computer Activity class in
order the students can add subtitles in Spanish to their presentations and they can post them in
you tube. Every student need to prepare a list of 10 concepts learned during this research in
Spanish.
Content Area Applications: • English/Language Arts: Language Vocabulary
• Social Studies: Global Market and Economy
• Mathematics: Algebra, Spatial Reasoning
• Science: Engineering Design
Managing this Activity: Cooperative Groups
Accommodations for Special Need Students
• Material Accommodations: Written directions and highlight essential information, additional
practices, glossaries.
• Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by
step instruction, verbal and visual information and mnemonics instruction.
• Instructional Accommodation: Cooperative Group with Positive Behavioral Support.
• Postinstructional activities.
26
Model # 8 - Memorization
“Getting the Facts Straight”
Example A: Vowel-Sound Pronunciation in Spanish
“Connection is the key. Mnemonics strategies build connections so that the items are not
just remembered by repetition, but by conceptual connection.”
(Bruce Joyce To Bruce Joyce, Understanding it at last!)
Objective: The students will be able to link or tie the sounds of the Spanish vowels to those that are similar
with the English words, using the link-word method (memory model), with the purpose of
developing accuracy in the pronunciation of the Spanish vowel language.
Elements of the Model:
The purpose of link-word method is that additional associations provide a richer mental context,
and the linking process increases the cognitive activity. The combination of activity and
associations provides better “anchors” within our information-processing systems. (Joyce, Weil,
Calhoun, 2009, p. 197)
Lesson: Vowel-Sound Pronunciation in Spanish.
Phase one: Attending to the Material – (Use techniques of underlining, listing reflecting).
The teacher starts the lesson presenting the vowels with the following picture and asks the
students to drawn a funny way their own “family vowels”. The vowel “u” is for dad as a king of
the family, the letter “a” is for mom as queen of the home. The brother will be an “e”, the sister
27
will be “e”, and the pet dog will be an “o”. The students can associate the vowels with their own
family.
Phase Two: Developing Connection - (Make familiar and develop connections using keyword,
substitute-word, and link-word system techniques)
Once students have drawn their “family vowels” the teacher will guide the students associate the
Spanish vowels sounds with some words or expressions used in the English language.
My father committed a mistake “u”
oops!! The sound for dad is “u” as
Oops!!
My mom is a delicious “a” – apple.
The sound for mom is “a” as an apple.
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My brother is an “e” energetic guy. The
sound for my brother is “e” energetic
brother.
My sister is an “i” intelligent girl. The
sound for my sister is an “i” as
intelligent sister girl.
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My dog likes the ball, the sound for
my dog “o” that likes the ball.
Phase Three: Expanding Sensory Images
The teacher explains to the students that in order they can remember the vowel sounds, they need
to associate them with illogical thinks or ridiculous associations, in order they can enhance their
knowledge.
My dad stops laughing “u” Oops!!
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My mom “a” apple likes to ride her
bicycle.
My brother “e” energetic seems to be
more “e” energetic than me.
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Intelligent “i” sisters also take a nap.
My “o” dog likes to learn and be smart.
Phase Four: Practicing Recall
Pronounce the following words in Spanish remembering the family vowel sounds: = oops, =
apple, = energetic, = intelligent, = dog.
The teacher asks students to listen the first time the following vowels song and the second time
sing with the song: https://www.youtube.com/watch?v=1fZc4laTFpE
After that asks the students to read aloud and chorally the following words in the chart:
32
Once completed this activity, the teacher will guide students to play a “Spanish Bingo”. The
teacher will model the pronunciation words during the activity, and the students will listen
carefully to choose the correct word. For every correct point the teacher will give them tickets
that they can switch for extra points in the next text.
To close this activity, the teacher asks the students to listen carefully the following song with a
Spanish lyric: “You won’t be able to forget - No podras olvidar”. The teacher clarifies that the
purpose of the following song is that they can see the application of the vowel pronunciation in a
word:
http://www.youtube.com/watch?v=Iq-f_qQivBA
At the end of the video, the teacher let the students to know that the awareness of the Spanish
vowels is very important to develop oral language and literacy in Spanish. Also, the knowledge
of the vowel-sound correspondence will help student to develop a more native-like
pronunciation.
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Managing this Activity:
Whole Group of Discussion and Cooperative Groups
Accommodations for Special Need Students
• Material Accommodations: Written directions and highlight essential information, additional
practices, glossaries.
• Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by
step instruction, verbal and visual information and mnemonics instruction.
• Instructional Accommodation: Cooperative Group with Positive Behavioral Support.
• Postinstructional activities.
34
Model # 9 - Role Play
“The Study of Values”
Example A: America's High School Dropout Epidemic
“The analysis of values is what’s important. Playing the roles lets the values become
visible if the analysis is right. Understanding that what you do is a living out of your
values starts the inquiry.”
(Fannie Shaftel to a group of Palo Alto teachers, May 1969)
Objective: The student will be able to role play with the purpose of analyze, discuss, share their feelings and
point of views regarding to America’s High School Dropout Epidemic.
Elements of the Model: Each individual has a unique manner of relating to people, situations and objects. A role is “a
patterned sequence of feelings, words, and actions. It is a unique and accustomed manner of
relating to others” (Chesler and Fox, 1966, pp. 5, 8). In this model the students will explore
human relations problems by enacting problem situations and then discussing the enactments.
Fannie Shaftel suggests that the role-playing activity consist of nine steps: Warm up the group,
select participants, set the stage, prepare observers, enact, discuss and evaluate, reenact, discuss
and evaluate, and share experiences and generalize. These phases have the purpose of
contributing to the richness and focus of the learning activity.
Lesson: America's High School Dropout Epidemic
Phase One: Warm up the group.
The teacher capture the attention of the students presenting the following video: “Drop out” https://www.youtube.com/watch?v=jUV3z1J4I8g
After this warm-up activity, the teacher starts the lesson presenting the following data in power
point through photos and national statistics: 1 out of 3 public high school students do not
graduate. For Latino and African American male students it is an alarming 50% of drop out. No
community, small or large, rural or urban has escaped this problem. Nearly 1 in 5 men between
16 & 24 were drop out. An estimated 67% of all prisons inmates national wide are High School
dropouts. Approximately half of all dropout ages 16 to 24 are unemployed. The teacher posted
the meaning of epidemic: An epidemic is when a disease is spread affecting a substantial number
of people. After this visual information, the teacher asks: Do you think we are facing a high
school dropout epidemic in America? After brainstorming the teacher presents the following
media news:
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America's High School Dropout Epidemic
http://www.youtube.com/watch?annotation_id=annotation_639471&feature=iv&src_vid=Fr-
IbhT4CUg&v=eBqz6FrZP2A
The teacher asks students: What is the reality behind of drop out “epidemic”? The teacher asks
them to see the following video: The Sad Truth, High School Dropouts
https://www.youtube.com/watch?v=4d_H4_Sov34
After the video, the teacher guides students through the following discussion:
- Do you think the drop outs rates comes from the low income population only?
- What factors do you think are contributing to increase the rates of drop out epidemic?
- What is your opinion about the term: Schools, drop out factories?
- What we can do to stop the downfall of education?
Phase Two: Select Participants
The teacher tell students that in order to understand the problematic exposed, we need to
understand the feelings, points of view and circumstances are living the dropout students and at
the same time we need to understand why other students decide to continue studying, in spite to
adverse circumstances. The teacher explains that they will do a “Role Playing” and explains: A
role is “a patterned sequence of feelings, words, and actions”. Teacher randomly chooses 6
students that they will represent, the feelings, words, actions of drop out students, and 6 students
will represent students at school until they get the High School diploma. The teacher explains the
rules of this activity and asks them to enact elicit genuine, typical emotional responses and
behaviors form the students as in real life, with the purpose to understand how this feelings
influence the behavior.
Phase Three: Set the stage.
Before the role players outline the scene the teacher presents the following video: Dropout
Nation - The Problems (Part I) https://www.youtube.com/watch?v=tqP74VP8yhU
After that, she requests the students to reorganize in drop out and students at school role players.
They have to decide if one the students play the role of teacher and administrators. They have to
decide together where the enactment will be taking place and how does it like? (i.e. during the
math class, social studies, third, fourth period, at the beginning, middle or at the end of the
semester, etc. )
Phase Four: Prepare the observers.
In the meantime the “Role Players” are preparing their enactment and setting the stage, the
teacher is preparing the observers explaining them their responsibilities in the role playing
activity. The teacher assigns five groups of three with the following responsibilities: First group
will evaluate the realism of the role playing. The second group will comment about the
effectiveness and the sequence of the role players’ behavior. The third group will define the
36
feelings and ways of thinking of the persons being portrayed. The fourth group will determine
what the role players are trying to accomplish. The fifth group will determine what actions the
role players took that were helpful or not helpful, and what alternative experience might have
been enacted.
With the purpose of helping the observers students, the teacher presents them the following
video: Dropout Nation - The Problems (Part II)
https://www.youtube.com/watch?v=VlV2DPwKBUM
In the meantime the students are watching the video, the teacher explains to the role players that
the objective is to enact the behavioral skills from both groups, dropout students and students at
school, in order to understand their feelings and reasons about taking the decision to drop out.
The teacher explains them that the enactment must be short. (5 minutes)
Phase Five: Enact
The students assume the roles and “live” the situation spontaneously, responding realistically to
one another: The teacher explains before starting the role playing enact that is not expected to be
a smooth dramatization, nor is it expected that each role player will always know how to
respond.
Phase Six: Discuss and evaluate.
Using the group activity discussion, both the participants and observers share their opinions
orderly starting with team number one. At first, the discussion may focus on different
interpretations and guides students to understand the consequences and effects of the “Epidemic
drop out” asking the following questions:
1. How do you think we can help drop out students to remain at school?
2. Could you give some solutions to stop this “drop out epidemic”.
3. The teacher asks students that enact the role of “drop out students”: What feelings do you
experienced during your role?
Phase Seven: Reenact.
The teacher and students share new interpretations of roles and decide whether new individuals
should play them. In this second reenactment the “drop out students” decide to remain at school
and to graduate and go to the college. The students prepare with their role and the observers
observe the following video: Think Again... About Dropping Out https://www.youtube.com/watch?v=J2IOVWoENgI
Phase Eight: Discuss and Evaluate
Same as phase 6, nothing changes that were made.
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Phase Nine: Share, Experience and Generalize
Relate the situation presented. The teacher guides students to come hypothetical principles of
action they can use in their own lives.
The teacher asks students: Some or someone you know are facing some similar experience as
you acted out. How this activity helps you to motivate yourself or others to continue until you get
your diploma?
The solution
https://www.youtube.com/watch?v=2UYHz8NWwBY
Content Area Applications: • English/Language Arts: Reading
• Social Studies: Global Market and Economy
• Mathematics: Logical Reasoning
• Science: Technlogy
Managing this Activity: Cooperative Groups
Accommodations for Special Need Students
• Material Accommodations: Written directions and highlight essential information, additional
practices, glossaries.
• Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by
step instruction, verbal and visual information and mnemonics instruction.
• Instructional Accommodation: Cooperative Group with Positive Behavioral Support.
• Postinstructional activities.
Additional Resources
Noam Chomsky - Education for Whom and for What?
https://www.youtube.com/watch?v=e_EgdShO1K8
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Model # 10 - Direct Instruction
“The Behavioral Systems Family of Models”
Example A: The Best Cities of Latin America
“The idea that you teach kids how to ask and answer questions, rather than just asking
them questions, came as a revelation to me.”
(A teacher of 20 years to Bruce Joyce, May, 1995)
Objective: The student will be able to identify the top 10 best cities in Latin America, with the purpose to
create awareness about the culture, folklore, sightseeing, leisure, food, and places of the Spanish
speaking Latin countries.
Elements of the Model: Two major goals in direct instruction are: the maximization of student learning time and the
development of independence in seeking educational goals. The behaviors incorporated into
direct instruction are designed to create a structured, academically oriented learning environment
in which students are actively engaged (on task) during instruction and are experiencing a high
rate of success (80 percent mastery or better) in the tasks they are given. Time spent by pupils in
both these conditions is referred to as academic learning time (ALT), which is to be maximized.
(Joyce, Weil, Calhoun, 2009, p. 368) Five phases of activity are recognized in direct instruction:
orientation, presentation, structured practice, guided practice, and independent practice,
preceded by effective diagnosis of students’ knowledge or skills.
Lesson: The Best Cities of Latin America
Phase One: Orientation
The teacher starts the lesson saying: The purpose of this lesson is to help you to create an
awareness about the culture, folklore, sightseeing, leisure, food, and places of the Spanish
speaking Latin countries. In order you can learn this concept, is important to identify “The best
cities in Latin American to visit” and you can create a campaign through flyers, brochures and
videos, etc. promoting your Latin country. The objective of your campaign will be to persuade
the whole class to choose your target country to visit it. You have to advertise the country’s
culture, sightseeing, leisure, food and places to see. This project will be done in group of five in
order to present the best campaign.
39
Phase Two: Presentation
The teacher gives to each student a Latin America puzzle map. She asks them to find the pieces
that matches. After that, the teacher asks: What new countries did you learn from the puzzle?
What countries are in South America, What countries are in Central America, What countries are
in North America, and What countries are in the Caribbean? The teacher pointed the countries in
a big map and asks: Someone wants to share what do you know about the Latin Countries? What
country and what do you know? What countries do you think are the best to visit? Colored them
in your map. Some of you have ever visited or was born in one of the Latin Countries? Where is
it?
Phase Three: Structured Practice
The teacher posts on the board the name of the following countries: Mexico City, Buenos Aires
Argentina, Bogota Colombia, Caracas Venezuela, Rio de Janeiro, Montevideo Uruguay, Ciudad
de Panama, Peru, Sao Paulo, Santiago de Chile, and asks them: In order of importance: What
country is the #1 from the top 10 country to visit in Latin America? The student check their maps
and verify if it is marked. The teacher model what country is the Number one and moves the
country tag to the first position and explains that are more beautiful and interesting cities to visit
in Latin America, but the experts have decided that this 10 cities are the most important to visit
due to their cultural background, hotels, activities and food.
The teacher presents the following video: The Best Cities of Latin America
http://www.youtube.com/watch?v=aeEyjDKL1Kg
Phase Four: Guided Practice.
The teacher gives the student the following lists and asks them to choose one country from the
ten. The students discuss in group what country they want to promote in their campaign and they
have to write in a paper their reasons. The video can be seen in their computers, or in their cell
phones, or in their electronical devices.
1. México City: http://www.youtube.com/watch?feature=fvwp&NR=1&v=Epfh8ZsMHw0
2. Buenos Aires Argentina: http://www.youtube.com/watch?v=YaO8eALZXnw
3. Bogotá, Colombia http://www.youtube.com/watch?v=Euh-X1T4NCw
4. Cáracas, Venezuela http://www.youtube.com/watch?v=7-HwIKW9JQo
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5. Río de Janeiro http://www.youtube.com/watch?v=NHvdkUFXIUc
6. Montevideo, Uruguay http://www.youtube.com/watch?v=yfABJixNLhc
7. Ciudad de Panamá, Panamá http://www.youtube.com/watch?v=UiKdrK399Ko
8. Perú http://www.youtube.com/watch?v=gvvG2pS91DM
9. Sao Paulo http://www.youtube.com/watch?v=wbuflhKIXpM
10. Santiago de Chile, Chile http://www.youtube.com/watch?v=9dAc5nw4XCU
Phase Five: Independent Practice
The students begin with their research looking for
1. The icon of the culture
2. The best sightseeing
3. The most typical food
4. The best places to go
5. The means of transportation used in the target country.
They create their campaign using flyers, video, presentations in ppt or prezi, etc. The students
need to use the best creativity in their campaigns in order to convince their audience.
Evaluation
The students will present their campaign to the class, bringing the most representative of each
country (something concrete, outfit, food, money, etc.) The students will have 10 minutes to
convince their audience. The students at the end of all presentations emit their vote and the
winner post their campaign in the school bulletin board and got 10 extra points. At the end of the
lesson, the students eat the food brought to this purpose.
Managing this Activity: Cooperative Groups
Accommodations for Special Need Students
• Material Accommodations: Written directions and highlight essential information, additional
practices, glossaries.
• Accommodations involving Interactive Instruction: Providing copy of a lecture notes, step by
step instruction, verbal and visual information and mnemonics instruction.
• Instructional Accommodation: Cooperative Group with Positive Behavioral Support.
• Postinstructional activities.
41
Reflection