SAW Presentation January 2012 - Gibson Lesson Plan Techniques & Critiques.
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Transcript of SAW Presentation January 2012 - Gibson Lesson Plan Techniques & Critiques.
The Cell Theory (p.170)
Typically I produce these usual, detailed, heavy-laden scientific terms & constructs power-points.
The example here is a slide from a power-point pertaining to the “Cell Theory” in biology.
• All living things are made up of “cells”
• “Cells” are the basic units of structure and function (for all living things);
• New “cells” are produced from existing “cells”.
January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique
Gibson - Science
The Cell Theory (p.170)
A very USEFUL approach was added by my Special Education Co-teacher, Ms. Jo Eck.
She noted and encouraged me to “highlight” or “underscore” the “essence” of each term or construct ---Ie. Use “plain-speak”.
• All living things are made up of “cells”
• “Cells” are the basic units of structure and function (for all living things);
• New “cells” are produced from existing “cells”.
January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique
Gibson - Science
The Cell Theory (p.170)
• All living things are made up of “cells”
• “Cells” are the basic units of structure and function (for all living things);
• New “cells” are produced from existing “cells”.
Underscored “plain-speak”
The Cell Theory (p.170)
VAK
There is also the usual “visuals” gif images &/or gif animations that can be added to the terms & constructs – as seen in the next slide.
January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique
Gibson - Science
“Basic” Cell Structures (p.171)
• Cell membrane – a thin, flexible barrier around a cell that separates it from the surrounding environment.
“Basic” Cell Structures (p.171)
• Cell membrane – a thin, flexible barrier around a cell that separates it from the surrounding environment.
Underscored “plain-speak”
Visuals (VAK)
• Using an aptly modified graphic organizer (GO) is nothing more than a “re-presentation of the same information; adding another “pass” at it.
• I make myself remember: it takes a minimum of seven repetitions presented at least;
• three different ways [to move] information from “short-term” [to] “long-term” memory.
January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique
Gibson - Science
• The next slide is a modified Venn-diagram (GO) that places the restated term or construct in the center of the slide;
• It then uses a “visual” component – my crafted prokaryote & eukaryote cell membranes with structures added that locates the term under consideration or instruction. In this case the “nucleolus”.
• This is also becomes a “scaffold” as I build upon the various features.
January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique
Gibson - Science
“Basic” Cell Types (p.172)
Prokaryotes EukaryotesCell StructureCell Nucleus
Cell Nucleoid
Cell ‘s DNA
Cell ‘s DNA
The nucleolus is
where “ribosomes”
are made.
Scaffold component
New information
Compare & contrastComponent - Venn
Use your power point kinesthetically …
(VAK) in conjunction with the Smart-board to add to the
“repetition” process:
In the power-point:a. insert a series of slides,
after you’ve completed an objective by creating “term boxes” on one side – with changing definitions on the other.
b. take the PwrPt OUT of the “View” mode… this creates a Smart-board “drag-n-drop” quick mini-informal assessment [of] their notes & understanding.
January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique
Gibson - Science
“Basic” Cell Types (p.172)
Vacuoles
Lysosomes
Nucleous
Endoplasmic Reticulum (ER)
Mitochondrion
Golgi Apparatus (GA)
Chromosomes
Chromatin
mt-DNA
Chromosomal DNA These small sac-like structures or “baggies” that store most of the cell’s raw materials such as: water, salt, proteins, carbohydrates, lipids… until needed are called?
Unit 3: Domains, Kingdoms & the Cell
Plantae
Fungi
Animalia
Protista
Archaebacteria
Eukyara
Archaea
BacteriaDomains
Kingdoms
Eubacteria
Unit 3: Domains, Kingdoms & the Cell
Plantae
Fungi
Animalia
Protista
Archaebacteria
Eukyara
ArchaeaBacteria
Domains
Kingdoms EubacteriaPlant-like
Animal-likeFungal-like
Unit 3: Domains, Kingdoms & the Cell
Plantae
Fungi
Animalia
Protista
Archaebacteria
Eukyara
ArchaeaBacteria
Domains
Kingdoms Eubacteria
Plant-likeAnimal-like
Fungal-like
• Set up your objectives & expectations;
• Get THEM to actively engage in the learning & review processes kinesthetically via drag-n-drop and marker boards or sheets of paper on a group of desks.
• Use the power-point, but insert term boxes on one side – with changing definitions on the other.
• Take the PwrPt OUT of the “View” mode… this creates a Smart-board “drag-n-drop” quick mini informal assessment of their notes & understanding.
• For the students just “sitting there” while the others are up at the Smart-board doing the “drag-n-drop”… have them write on the “low-tech” marker pads what the answer is.
• Have the latter group hold up their boards as the students are at the Smart-board doing the “drag-n-drop”… keeps all involved.
Unit 2: The Six Step Scientific Method
The third step is?
PURPOSE-or-
QUESTIONObserved events
?
This’ too much! Think I’ll get him to
give me an “RR” pass. I’m going
with!
RESEARCH
January 2012 SAW – Teacher Lesson Technique Share – Presentation & Critique
Gibson - Science
Approach Pros Cons
Pwr-pt w/gifs Visual component Can be too “busy”…
Use “Plain-speak” SPED tool
•Draws attention;• Organizes;• adds to “passes”
•Slows delivery• “Bores” high performers a bit
Modified GO’s •Draws attention;• Organizes;• adds to “passes”• Adds different “V”
• Adds to content delivery times
Exit “view” mode in pwr-pt presentation
•Draws attention;• Organizes;• adds to “passes”• Adds “K” component;• assess informally
• Adds to content delivery times;• limits no. of “engaged” students.
Use hand-held marker boards.
•Adds passes;•Assess informally;•Engages all learners
• can become a “toy” to some.