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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?
Inquiry-PBL SuggestionsInquiry-PBL Suggestions
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
Inquiry-PBL SuggestionsInquiry-PBL Suggestions
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
LocationNumber and Sizes
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?
Check for understanding - 2
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
LocationNumber and Sizes
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.
Check for understanding - 3
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?