vWhich AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. The following are the AASL indicators included in the lesson or ones that could be added to the lesson: Questioning: (* indicators included in the lesson)
Which of these apply to the "questioning" strategy? I am from the "less is more" school of lesson objectives. Which of these are actually assessed?
*(1.1.3) Develop and refine a range of questions to frame search for new understanding. *(1.1.4) Find, evaluate, and select appropriate sources to answer questions. *(1.2.1) Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. Categorizing and Comparing: *2.1.2 - Organize knowledge so it is useful. *2.1.4 - Use technology and other information tools to analyze and organize information. *4.1.4 - Seek information for personal learning in a variety of formats and genres. 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 - Collaborate with others to broaden and deepen understanding. 2.4.2 - Reflect on systematic process, and assess for completeness of investigation. 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 1.1.3 - Develop and refine a range of questions to frame search for new understanding. Cooperative Learning: 3.2.2. Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3. Demonstrate teamwork by working productively with others. 3.3.1. Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2. Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3. Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.4. Create products that apply to authentic, real-world contexts.
Reading Development Level: Advanced: Grades 9 - 12
Instructional Strategies:
Identifying similarities and differences Summarizing and note taking Cooperative learning Setting objectives and providing feedback Questions, cues, and advance organizers
vWhich of these research-based instructional strategies have you used in your teaching? Name them. When I was in the classroom, I will admit that though I was aware of them, I did not routinely use all of the instructional strategies. I used some more than others because of my comfort level and/or their contribution to the assignment. For example, Identifying Similarities and Differences was used when I wanted to compare two or more readings. I also used Summarizing and Notemaking strategies quite often. Cooperative Learning was a common occurrence in my classroom as well. Setting Objectives and Providing Feedback were strong points in my teaching, possibly because I learn best using these strategies, therefore I transferred my preferenced on to my teaching. While I tried using the Questions, cues, and advance organizers, I will admit that this was a weaker area. I do not feel that I was very good at it. I know that though I had the students make the occasional inferences and predictions, I stayed mainly on the knowledge level instead of having the students read between the lines and beyond the material in order to use their higher-level thinking skills. I have always taught at the elementary level - 5th grade for 7 of those years and the remaining years were 1st grade. When I first started teaching 5th grade, I taught mainly with Summarizing and Note Taking, Setting Objectives and Providing Feedback, and Identifying Similarities and Differences. There may have been a little Cooperative Learning, but I would not call it true cooperative learning and I used Questions, Cues, and Advance organizers with more emphasis on the questions and the cues.. After moving to first grade, these strategies carried over. I learned how to incorporate "guided" Cooperative Learning. Although not mentioned for this lesson, Nonlinguistic Representation was used greatly in many of the subject areas along with Identifying Similarities and Differeces at the first grade level. I can honestly say that I have used all of the strategies, some I enjoy more than others, but then again it depends on the lesson and the students as well. As long as I've been teaching high school, my style has changed and my preferences as to what I am comfortable with has changed as well. I teach English, so the subject lends itself to all the questioning styles where I don't really have to re-invent the wheel. I'm not going to lie though, Summarizing and Note Taking practices have definitely waned. Earlier when I taught I was fresh out of college, I was very eager to prepare them how to summarize and take notes, just because I never got that when I was in high school. I had to teach myself to do that. Unfortunately, I have found that my time with my students seems much more rushed and other things take priority. It just seems that summaring and note taking have taken a back seat. Some of the more common types of strategies you'll find me doing with my classes are identifying similarities and differences because it's so easy to explain and they have easy access to hand held devices to find answers. Questions, cues, and advance organizers are also used a lot, especially since I have so many different types of learners. I have a ton of special eds., so these strategies are easy to cater to them and they can be bumped up a notch or two for my regular eds. And I'm not going to deny it, but our new literature book has this planned for us so we really don't have to put a lot of thought into creating new lessons, especially if it's a new story that we are just now getting to know ourselves. I used to hate cooperative learning, but I figured out that if I keep it to 3 at the most, then the groups are much more manageable. I separate the groups with lots of space among them so they can't make it a gossip session, time their sessions so they know they can't talk about anything other than the subject.
vWhich of these instructional strategies do you need to learn? Name them and describe them. The strategy I feel that I need the most practice is Questions, cues and organizers. I don't think that I ever realized the depth to which I could have questioned my students, and had I planned for much of the questioning such as before reading, it would have given my students the opportunity to have a stronger frame for their reading experience. It would have given them more focus which, in turn, may have eliminated some of the problems in comprehension during the reading. I know that had I shared some of the advance organizers available, it would have helped the students connect prior knowledge to the lesson at hand. Now that I am at the high school, the stategies I need to know more advanced would be Questions, Cues, and Advanced Organizers and Cooperative Learning. Just learning the strategies at an advanced level would help me work more cooperatively with the teachers. I would like to learn a more specific way to question students while doing inquiry searches as well as be able to figure out what exactly students are researching, so that I may assist. The second, cooperative learning, I would like to learn how to actively involve the upper grades in learning that does not require the constant note taking or lecturing. The students would work collabortively together to accomplish one goal. I mentioned that summarizing and note taking have really become a casualty in my class. To be honest, since TAKS is our final graduation criteria, I really get bogged down with my juniors. And they actually want to practice the TAKS, but afterwards, we begin our research papers, and that's when it would be beneficial for them, but I just gloss over it. Setting objectives is something that the school requires we put in our lesson plans and on our board for each day, but I don't actually remind the students why we are studying something; it's typically written in educational language that's vague and doesn't really encourage dialogue. I guess sometimes I just don't want to defend what I teach, so I write them in a way so that it does't encourage it. I really hate to admit that.
You have identified one of the huge challenges in information literacy. Developing your toolkit in notemaking strategies can help you reach more learners. There are several models like "Trash-N-Treasure" (Google it!) and the "Deleting-Substituting" model on page 100 in CS4TRC. I believe that the Cornell notetaking process can be notemaking if taught properly. Students need repeated practice in order to achieve a level of mastery. Motivation can be the biggest challenge!
In cooperative learning, individual and group accountability are key.
Advance organizers are good to build background for students who may lack it by never having been exposed to it or having forgotten it.
In Tucson Unified, we had to put student-friendly objectives on the board and our principals often came into the room and asked a student sitting at the back to tell what the objective means. That was a bit over the top...
I guess it is "good" when reading programs provide all of the resources. I suspect knowing when to modify them is still important.
Lesson Length:6 sessions (or facilitate as an ongoing quarter- or semester-long inquiry project)
vWhat are your questions about the lesson length? You must have at least one. Since I am used to the high school level, I am not accustomed to seeing the students once a week. Instead, if a teacher has a class in here, it is usually for research on a project or paper, and in that case, they are in the library for the entire week and sometimes even for two weeks. When I collaborate with teachers using the library, we plan the lessons according to how much time the teacher wants them to spend in the library gathering sources versus working on the final project. Looking at our lesson to deconstruct, I feel that the lesson length is workable, and seeing that the lesson is designed to be a semester-long inquiry project, we will likely be meeting every two weeks. Therefore my question about the lesson length is: "How can the teacher and the librarian construct the lessons so that time spent in the library will be used utilizing its resources instead of re-teaching or reminding the students of teacher/librarian expectations?" I have a flexible library schedule and we would be able to schedule the lessons periodicly throughout the time frame and allow students to research on their own time as well. My question would be since this lesson is to be at least six sessions, should the students be given an outline of the entire project and the expectations at the start of the project? Piggy backing on those two questions, I find that scheduling and student attendance logistics is a problem on projects like these. It's not uncommon for high schoolers to have sketchy attendance issues, and it can really be a problem if it's cooperative learning. What do you do about absent students and those who are on track when your time is limited in the library and you are needed to re-explain the previous instructions that they missed out on? Should we add one buffer day at the end without telling the students? Otherwise, they'd rely on it.
I think that teaching on consecutive days - or in block schedules - helps students keep moving forward. Also, closure at the end of each lesson and a brief review at the beginning of the next helps. If students are engaged, they will more likely remember.
Adding an outline may be important for your students. In my experience, the sample student wiki worked as such because it specifies the component parts.
The great benefit to having two educators working with students is that one can catch up absent students while the other goes on with the majority of the class. This is called "Alternate Coteaching" and is described on page 5 in my book. The good thing about having students conduct this work online is that there really are no excuses as long as they have access at home. Attendance is an issue at any grade level and well, I don't have a silver bullet. Do you?
Purpose:The purpose of this unit is to record questions posed before, during, and after investigating aspects of health and wellness.
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? After reading the chapter in CS4TRC on questioning, I better understand the importance of questioning throughout a lesson -- especially before the student ever begins the reading, searching, or writing. When using these techniques, students will have a frame of reference or focus for their inquiry which is an important skill that guides their learning. When in the library, a student who is taking this approach and using these questioning strategies is going to better understand where he or she is wanting to focus the search for information instead of aimlessly searching for something he or she vaguely understands. By connecting the students to the lessons at the beginning with the drinks was an excellent way for students to begin thinking on a personal level. (background) The students will inquire about known topics. It will be through this process that I believe students will research and expand their knowledge. The students will then be able to develp their questions for continued learning throughout the lesson. By questioning the students before they begin the project, for instance, what they drink on a daily basis, and how much, they can share what they already know about each drink, ask questions about what they don't know, and share with others who might not know certain information. Since they are collaboratively working, for each day they go in to the library, they can turns have questions prepared to guide their research. If the questions are similar in nature, then that's fine, but more than likely they will ask questions that the other person didn't think to ask.
Yes! Breaking the question-answer cycle and focusing on questioning is a stretch for many students. Few educators facilitate this consistently or well because of - dare it say it - testing, which is so answer focused. If we see our role as leaders in inquiry, we should become questioning experts and share our expertise with students and our colleagues.
Objectives:
1. Pose before, during, and after questions using key vocabulary words. 2. Collect and organize questions. 3. Compare initial questions with those asked during and after the inquiry. 4. Extension: Develop a personal health and wellness plan to follow and re-evaluate.
vList at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
It's good for a lesson to include several levels of Bloom's.
Resources, Materials, and Equipment
vWhich are the different formats or genres used to support learners? Graphic Organizers are used for the students and sample Graphic Organizers are also available for teacher use. Videos are used to prompt students. Trade books, magazines, additional videos, and web materials are used as inquiry tools for students to research health and wellness. They will also use nutrition labels on food and drinks. They will also have materials to test their physical fitness (tape measure, scale, eye chart, blood pressure cuffs, etc.) The Annual Physical Examination Form and the Annual Pre-Participation Physical Evaluation are used as well in this lesson. vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. A data projector and interactive whiteboard will be used in this lesson by educators to display information and model for the students. Student wikis are used for independent or collaborative work. Databases and streaming video will be available for students to do additonal research. Students will also use hand-held devices, such as smart phones or Ipads, when computers are not available and they need information quickly.
As school librarians, we should make sure our lessons are resource-rich.
Collaboration
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. This lesson allows for the students to be broken into groups which provides the opportunity to have more than one area of instruction occuring in the same class period. While one teacher is helping students develop and categorize questions, another is helping the other group create wikis and complete the question comparision matrix. During the video segments, one teacher is writing/modeling and the other is questioning/modeling while controlling the video. Students are constantly being monitored by either teacher. More than likely, students might be at different stages of the project. Some may be working on the end of the product, while others might be working on gathering information and questions. With that said, it would be logistically great if the teachers could divide and conquer. One go to the students who are at one stage, while the other focus on those who are a little behind. Any information and/or supplies from health and physical activity staff would also be incorporated.
All true... and you have identified why coteaching such a series of lessons is helpful. Many classroom teachers would not take on an inquiry project alone.
Assessment
vAre there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. One way for the teacher and/or librarian to assess student outcomes would be through the monitoring of the students' health and wellness plans using a rubric with critera that has been shared with the students from the beginning.The teacher could also assess through the reflection whether it be verbal or written. Allow for students to choose how they want to be assessed depending on their final product. For instance, have students have the option of turning in a written paper, oral presentation, website, PowerPoint, etc., and then have a rubric for each style of product. Of course, they would have the rubric available to determine how they want to present their assessment. With this project, there are several fun options that students can represent their findings. Since they are the subject, they will want to be thorough.
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students are able to self-assess by using their Question Comparison matrix to answer a reflection question and assess the accuracy of the information they have found. Students may self-assess by using the sample student wiki provided by the educators. The students will work with each other and the teachers to get feedback to see where they're lacking in areas that need to be investigated.
Remember: Self-assessment is one of the strands in S4L.
Standards
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. Standard 1: Inquire, think critically, and gain knowledge. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Standard 4: Pursue personal and aesthetic growth.
TEKS: Health 1, Grades 9-10 (1) Health information. The student analyzes health information and applies strategies for enhancing and maintaining personal health throughout the life span. The student is expected to: (A) relate the nation's health goals and objectives to individual, family, and community health; (B) examine the relationship among body composition, diet, and fitness; (C) explain the relationship between nutrition, quality of life, and disease; (I) describe the importance of taking responsibility for establishing and implementing health maintenance for individuals and family members of all ages.
(5) Health information. The student understands how to evaluate health information for appropriateness. The student is expected to: (A) develop evaluation criteria for health information; (B) demonstrate ways to utilize criteria to evaluate health information for appropriateness; (D) demonstrate decision-making skills based on health information.
(6) Health behaviors. The student assesses the relationship between body structure and function and personal health throughout the life span. The student is expected to: (A) examine the effects of health behaviors on body systems; (B) relate the importance of early detection and warning signs that prompt individuals of all ages to seek health care (13) Personal/interpersonal skills. The student analyzes, designs, and evaluates communication skills for building and maintaining healthy relationships throughout the life span. The student is expected to: (F) explore methods for addressing critical-health issues; and
(17) Personal/interpersonal skills. The student applies strategies for advocating and evaluating outcomes for health issues. The student is expected to: (A) research information about a personal health concern; (B) demonstrate knowledge about personal and family health concerns (C) develop strategies to evaluate information relating to a variety of critical health issues.
Advanced Health, Grades 11-12 . (1) Health information. The student applies technology to analyze and appraise personal health. The student is expected to: (A) generate a personal-health profile using appropriate technology such as stress reduction, body fat composition, and nutritional analysis
High School Technology (2) Foundations. The student uses data input skills appropriate to the task. The student is expected to: (B) use digital keyboarding standards for the input of data. (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (B) demonstrate proficiency in, appropriate use of, and navigation of LANs and WANs for research and for sharing of resources (C) extend the learning environment beyond the school walls with digital products created to increase teaching and learning in the foundation and enrichment curricula (10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) annotate coding properly with comments, indentation, and formatting (B) create interactive documents using modeling, simulation, and hypertext.
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available. vWhich AASL indicators align with this lesson? Give both the number and the description for each. AASL Indicators: 1.1.3 - Develop and refine a range of questions to frame search for new understanding. 1.1.4 - Find, evaluate, and select appropriate sources to answer questions. 1.2.1 - Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 2.1.2 - Organize knowledge so it is useful. 2.1.4 - Use technology and other information tools to analyze and organize information. 4.1.4 - Seek information for personal learning in a variety of formats and genres.
Yes, you could add these but I recommend doing so only if you are going to assess them. Some are expressed in the indicators above. (Dr. M. from the school of "less is more" in terms of standards.) We could add: 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 - Collaborate with others to broaden and deepen understanding. 1.4.4 - Seek appropriate help when it is needed. 2.4.2 - Reflect on systematic process, and assess for completeness of investigation. 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 4.2.1 - Display curiousity by pursuing interests through multiple reosurces.
Implementation
Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
vWill this invitation to learn be effective in capturing students’ interest? Why or why not? Absolutely! Not only is food involved (which all teens love), but the teacher also has them make an applicable connection with the food they themselves consume. When the student can make a real-life connection with the assignment, his/her interest level rises. We agree, using prior knowledge to expand knowledge... building upon the known is an excellent way to capture the students's interest! Teens are particularly concerned about their appearance, and this lesson ties right into that need to look good and feel good. Because health has a direct effect on their looks/weight, they are going to stay intrigued by their findings.
vWhat are your ideas to increase student buy-in to this lesson? Give at least one. Sharing statistics with the students about the frightening numbers of teens who have become obese and then further share the detailed long and short term negative effects of obesity in teens. Prior to the project give the students a survey about their healthy or nonhealthy habits, then share the finding with the students. It would be interesting to see what kind of habits are developing. Some before and after pictures might hit home as well. Maybe a comparison with a typical teen today with one of maybe the 1950s, when eating habits and exercising habits were drastically different. It might put things in perspective.
Brava for your ideas! Never let a published lesson plan inhibit your creativity.
Student-friendly Objectives: 1. Ask before, during, and after questions. 2. Use key health and wellness vocabulary words. 3. Record questions in the appropriate cell on a graphic organizer. 4. Code information with highlighters according to categories. For instance, anything pertaining to diet, color code green; anything related to exercise, color code orange.
vAre these objectives at the instructional level of the targeted students? Give an example. Yes. The questioning techniques as well as the use of the graphic organizers are on-level. The teacher/librarian will model the behaviors as the students learn to use the tools. Looking at the student-friendly objectives the words "ask" and "record" are the verbs, while student practice procedures includes those plus evaluate for depth. The vocabulary words may take a direct meaning when they're applied to their lives. They may also learn new vocabulary words pertaining to health and wellness. And by categorizing the subject into subcategories will help them in future projects when they need to organize their information.
vAre there terms in these objectives that may need to be taught to students? Give an example. I would say that there would be some terms that need to be taught concerning the graphic organizers as well as some health and wellness vocabulary terms. The terms are easy to understand by the students, and educators have the opportunity to explain any questionable items during the presentation. There will be terms that the students will be introduced to pertaining to diet such as explaining what calories actually are and how they're measured; medicinal or chemical terms like caffeine or sucrose, etc. They will also put certain bodily terms in perspective that they may have just heard the word, but not really knew what they meant, such as adrenaline and particular hormones.
Yes! Learning new vocabulary in context is one of our goals.
Presentation vDescribe the modeling aspect of this lesson. On various occasions throughout the lessons, the educators will model how to do specific things that they are wanting the students to emulate and learn to do themselves. For example, after showing the short health video, the educators then replay it, pausing periodically to model how to pose questions while viewing the video. They then model how to pose questions after viewing the video. By observing this done correctly, the students can see how the procedure is done as well as the types of questions they need to pose. The educators jumpstart the students by providing a model that mimics the desired outcome. By modeling, the educators allow students to see not only what the expecations are, but they see how to get the expected outcome. Keep reminding the students to answer their questions, and thereby they will not get derailed by going into different directions. Sometimes when we look for information, we get sidetracked into another area and we forget what we were looking for in the first place. Keep asking the students to keep their questions in mind and focused.
Yes, the modeling with think-alouds and monitoring students' work in progress are critical.
vHow are the benefits of two or more educators maximized in the presentation component? On days 3-5, while students are working independently on their wiki pages, educators have the opportunity to also conduct mini-lessons on the authority and reliability of Web-based information on health and wellness. So many different learning opportunities are taking place because the educators are able to monitor students, teach mini-lessons, and cover necessary information efficiently. Throughout the lessons, one educator is the presenter and the other educator is the recorder. The presenter is able to engage the students on a constant basis while the recorder is able to write down students' questions while displaying the correct use of the graphic organizers. The teachers can also take turns talking. Sometimes a teacher can say the exact same thing but just in a different way, and it makes sense to a student who didn't get it before. Varying up the personalities keeps them alert. Sometimes teachers feed off each other and makes the presentation more conversational as well, which elicits more dialogue.
Yes!
Student Participation Procedures
or
Student Practice Procedures vAre the directions clear? Give an example. The directions are very clear. Not only do the educators project the matrix as they discuss it, they also work through the matrix with the students and show them how to fill it out. They then repeat it once again and give the students specific procedures to follow. Another is example is when the educators project an example of the student wiki and students have a visual as well as the previous modeling provided by the educators. The students know the expectations of the project. And since the students are providing their own questions to be answered, their research is obviously directed where they need to go. The outline of the matrix is direct and leaves room to add questions.
Guided Practice vHow are the benefits of two or more educators maximized in the guided practice component? The educators use this time to closely monitor the students' progress and understanding of the assignment. When more than one educator is doing this, the level of instruction is increased because there is less chance that a student will go unnoticed if he/she is having a hard time understanding the concept. Having two educators decreases the student teacher ratio which maximizes the teacher's focus to provide more teacher/student interaction which can also help decrease any discipline problems that may occur. Because this project takes students in different directions and at different levels, having two teachers can effectively monitor and provide feedback to students without long waits. A typical class is comprised of 25-30 students, so by dividing that to making around 10+ groups can be exhausting. But if two teachers are working with the groups, then that makes it about 5+ groups per teacher, and that's not bad.
Always be specific about what educators will monitor - besides being on task - during guided practice.
Closure vAre students active in the closure component? What are students doing for closure? Students are absolutely involved in the closure component of the lesson. They are instructed to read over their questions and decide which of their questions is the most compelling. They are then to share those questions and develop their own individual health and wellness "before," "during," and "after" questions following the class discussion . Students are also involved in the closure by participating in an oral reflection of the project. Which questions were the most commonly asked? Where did they find the most reliable information?
Too often teachers summarize - to save time. We should always construct closure so students summarize their learning.
Reflection vHow is the reflection component related to the learning objectives? The reflection component focuses heavily on the questions formulated by the students as well as the effect these questions had on student involvement, participation, and learning throughout the lesson. The objectives consisted of posing questions, collecting, organizing, and comparing the questions and the reflection checks to see if students were successful with developing the questions. If questioning is correct did it prompt other questions and what role did the resources play in the creating the questions. By focusing on the questioning we can check to see if students were successful in achieving the objectives. Has this affected their lifestyle and choices to further influence their health? Are they really surprised with their findings? Is it as bad or is it worse than they thought? Will a new eating plan be difficult?
Extensions
vWhat are your other ideas for extensions to this lesson? Describe at least one. One way that the educator could extend this lesson for further classroom-library collaboration is to have the students work in groups or pairs to create an interactive presentation using Web 2.0 tools for the health teacher to share as a teaching tool with the other students in his/her classes. They could also share the individual health and wellness plans they created within these presentations. Another extension idea is to use a Web 2.O tool and have students create a healthy menu for a restauraunt or modify and existing menu of a given menu. Students could also develop a plan to open a healthy fast food restaurant. Decide what to serve, what will attract customers, cost, etc. Present their findings at the next school board and ask for healthier alternatives. They can also post their version of Eat This, Not That on the electronic bulletin board. The constant reminders of what is better compared to the unhealthier alternative will stick in the students' minds when they see it on the classroom television/electronic bulletin board. They can post a video of their work on the school website. Yes, these are all great ideas for extending this lesson and creating more opportunities for classroom-library collaboration!
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details.
Graphic Organizer: Classroom-Library Lesson PlanDeconstruction
Lesson Plan Deconstruction – A.3.2
PARTNERS:
Cindi Yaddow
Stephanie Gilbert
Constance LambDr. M.
Lesson: 5.2 Questioning - SCI - Health and Wellness Wiki
Reading Comprehension Strategy: QuestioningInstructional Level: Advancing (High School)
Advancing lessons are targeted to 9-10 grade.
Planning Mind42 mind map
http://mind42.com/mindmapsusername: cyaddow
password: dixondaryn**
vName the RCS. Questioning
vWhich AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
The following are the AASL indicators included in the lesson or ones that could be added to the lesson:
Questioning: (* indicators included in the lesson)
Which of these apply to the "questioning" strategy? I am from the "less is more" school of lesson objectives. Which of these are actually assessed?
*(1.1.3) Develop and refine a range of questions to frame search for new understanding.
*(1.1.4) Find, evaluate, and select appropriate sources to answer questions.
*(1.2.1) Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
Categorizing and Comparing:
*2.1.2 - Organize knowledge so it is useful.
*2.1.4 - Use technology and other information tools to analyze and organize information.
*4.1.4 - Seek information for personal learning in a variety of formats and genres.
1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 - Collaborate with others to broaden and deepen understanding.
2.4.2 - Reflect on systematic process, and assess for completeness of investigation.
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
1.1.3 - Develop and refine a range of questions to frame search for new understanding.
Cooperative Learning:
3.2.2. Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3. Demonstrate teamwork by working productively with others.
3.3.1. Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.2. Respect the differing interests and experiences of others, and seek a variety of viewpoints.
3.3.3. Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
3.3.4. Create products that apply to authentic, real-world contexts.
- Instructional Strategies:
Identifying similarities and differencesSummarizing and note taking
Cooperative learning
Setting objectives and providing feedback
Questions, cues, and advance organizers
vWhich of these research-based instructional strategies have you used in your teaching? Name them.
When I was in the classroom, I will admit that though I was aware of them, I did not routinely use all of the instructional strategies. I used some more than others because of my comfort level and/or their contribution to the assignment. For example, Identifying Similarities and Differences was used when I wanted to compare two or more readings. I also used Summarizing and Notemaking strategies quite often. Cooperative Learning was a common occurrence in my classroom as well. Setting Objectives and Providing Feedback were strong points in my teaching, possibly because I learn best using these strategies, therefore I transferred my preferenced on to my teaching. While I tried using the Questions, cues, and advance organizers, I will admit that this was a weaker area. I do not feel that I was very good at it. I know that though I had the students make the occasional inferences and predictions, I stayed mainly on the knowledge level instead of having the students read between the lines and beyond the material in order to use their higher-level thinking skills.
I have always taught at the elementary level - 5th grade for 7 of those years and the remaining years were 1st grade. When I first started teaching 5th grade, I taught mainly with Summarizing and Note Taking, Setting Objectives and Providing Feedback, and Identifying Similarities and Differences. There may have been a little Cooperative Learning, but I would not call it true cooperative learning and I used Questions, Cues, and Advance organizers with more emphasis on the questions and the cues.. After moving to first grade, these strategies carried over. I learned how to incorporate "guided" Cooperative Learning. Although not mentioned for this lesson, Nonlinguistic Representation was used greatly in many of the subject areas along with Identifying Similarities and Differeces at the first grade level. I can honestly say that I have used all of the strategies, some I enjoy more than others, but then again it depends on the lesson and the students as well.
As long as I've been teaching high school, my style has changed and my preferences as to what I am comfortable with has changed as well. I teach English, so the subject lends itself to all the questioning styles where I don't really have to re-invent the wheel. I'm not going to lie though, Summarizing and Note Taking practices have definitely waned. Earlier when I taught I was fresh out of college, I was very eager to prepare them how to summarize and take notes, just because I never got that when I was in high school. I had to teach myself to do that. Unfortunately, I have found that my time with my students seems much more rushed and other things take priority. It just seems that summaring and note taking have taken a back seat. Some of the more common types of strategies you'll find me doing with my classes are identifying similarities and differences because it's so easy to explain and they have easy access to hand held devices to find answers. Questions, cues, and advance organizers are also used a lot, especially since I have so many different types of learners. I have a ton of special eds., so these strategies are easy to cater to them and they can be bumped up a notch or two for my regular eds. And I'm not going to deny it, but our new literature book has this planned for us so we really don't have to put a lot of thought into creating new lessons, especially if it's a new story that we are just now getting to know ourselves. I used to hate cooperative learning, but I figured out that if I keep it to 3 at the most, then the groups are much more manageable. I separate the groups with lots of space among them so they can't make it a gossip session, time their sessions so they know they can't talk about anything other than the subject.
vWhich of these instructional strategies do you need to learn? Name them and describe them.
The strategy I feel that I need the most practice is Questions, cues and organizers. I don't think that I ever realized the depth to which I could have questioned my students, and had I planned for much of the questioning such as before reading, it would have given my students the opportunity to have a stronger frame for their reading experience. It would have given them more focus which, in turn, may have eliminated some of the problems in comprehension during the reading. I know that had I shared some of the advance organizers available, it would have helped the students connect prior knowledge to the lesson at hand.
Now that I am at the high school, the stategies I need to know more advanced would be Questions, Cues, and Advanced Organizers and Cooperative Learning. Just learning the strategies at an advanced level would help me work more cooperatively with the teachers. I would like to learn a more specific way to question students while doing inquiry searches as well as be able to figure out what exactly students are researching, so that I may assist. The second, cooperative learning, I would like to learn how to actively involve the upper grades in learning that does not require the constant note taking or lecturing. The students would work collabortively together to accomplish one goal.
I mentioned that summarizing and note taking have really become a casualty in my class. To be honest, since TAKS is our final graduation criteria, I really get bogged down with my juniors. And they actually want to practice the TAKS, but afterwards, we begin our research papers, and that's when it would be beneficial for them, but I just gloss over it. Setting objectives is something that the school requires we put in our lesson plans and on our board for each day, but I don't actually remind the students why we are studying something; it's typically written in educational language that's vague and doesn't really encourage dialogue. I guess sometimes I just don't want to defend what I teach, so I write them in a way so that it does't encourage it. I really hate to admit that.
You have identified one of the huge challenges in information literacy. Developing your toolkit in notemaking strategies can help you reach more learners. There are several models like "Trash-N-Treasure" (Google it!) and the "Deleting-Substituting" model on page 100 in CS4TRC. I believe that the Cornell notetaking process can be notemaking if taught properly. Students need repeated practice in order to achieve a level of mastery. Motivation can be the biggest challenge!
In cooperative learning, individual and group accountability are key.
Advance organizers are good to build background for students who may lack it by never having been exposed to it or having forgotten it.
In Tucson Unified, we had to put student-friendly objectives on the board and our principals often came into the room and asked a student sitting at the back to tell what the objective means. That was a bit over the top...
I guess it is "good" when reading programs provide all of the resources. I suspect knowing when to modify them is still important.
- Lesson Length: 6 sessions (or facilitate as an ongoing quarter- or semester-long inquiry project)
vWhat are your questions about the lesson length? You must have at least one.Since I am used to the high school level, I am not accustomed to seeing the students once a week. Instead, if a teacher has a class in here, it is usually for research on a project or paper, and in that case, they are in the library for the entire week and sometimes even for two weeks. When I collaborate with teachers using the library, we plan the lessons according to how much time the teacher wants them to spend in the library gathering sources versus working on the final project. Looking at our lesson to deconstruct, I feel that the lesson length is workable, and seeing that the lesson is designed to be a semester-long inquiry project, we will likely be meeting every two weeks. Therefore my question about the lesson length is: "How can the teacher and the librarian construct the lessons so that time spent in the library will be used utilizing its resources instead of re-teaching or reminding the students of teacher/librarian expectations?"
I have a flexible library schedule and we would be able to schedule the lessons periodicly throughout the time frame and allow students to research on their own time as well. My question would be since this lesson is to be at least six sessions, should the students be given an outline of the entire project and the expectations at the start of the project?
Piggy backing on those two questions, I find that scheduling and student attendance logistics is a problem on projects like these. It's not uncommon for high schoolers to have sketchy attendance issues, and it can really be a problem if it's cooperative learning. What do you do about absent students and those who are on track when your time is limited in the library and you are needed to re-explain the previous instructions that they missed out on? Should we add one buffer day at the end without telling the students? Otherwise, they'd rely on it.
I think that teaching on consecutive days - or in block schedules - helps students keep moving forward. Also, closure at the end of each lesson and a brief review at the beginning of the next helps. If students are engaged, they will more likely remember.
Adding an outline may be important for your students. In my experience, the sample student wiki worked as such because it specifies the component parts.
The great benefit to having two educators working with students is that one can catch up absent students while the other goes on with the majority of the class. This is called "Alternate Coteaching" and is described on page 5 in my book. The good thing about having students conduct this work online is that there really are no excuses as long as they have access at home. Attendance is an issue at any grade level and well, I don't have a silver bullet. Do you?
- Purpose: The purpose of this unit is to record questions posed before, during, and after investigating aspects of health and wellness.
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?After reading the chapter in CS4TRC on questioning, I better understand the importance of questioning throughout a lesson -- especially before the student ever begins the reading, searching, or writing. When using these techniques, students will have a frame of reference or focus for their inquiry which is an important skill that guides their learning. When in the library, a student who is taking this approach and using these questioning strategies is going to better understand where he or she is wanting to focus the search for information instead of aimlessly searching for something he or she vaguely understands. By connecting the students to the lessons at the beginning with the drinks was an excellent way for students to begin thinking on a personal level. (background) The students will inquire about known topics. It will be through this process that I believe students will research and expand their knowledge. The students will then be able to develp their questions for continued learning throughout the lesson. By questioning the students before they begin the project, for instance, what they drink on a daily basis, and how much, they can share what they already know about each drink, ask questions about what they don't know, and share with others who might not know certain information. Since they are collaboratively working, for each day they go in to the library, they can turns have questions prepared to guide their research. If the questions are similar in nature, then that's fine, but more than likely they will ask questions that the other person didn't think to ask.
Yes! Breaking the question-answer cycle and focusing on questioning is a stretch for many students. Few educators facilitate this consistently or well because of - dare it say it - testing, which is so answer focused. If we see our role as leaders in inquiry, we should become questioning experts and share our expertise with students and our colleagues.
- Objectives:
1. Pose before, during, and after questions using key vocabulary words.2. Collect and organize questions.
3. Compare initial questions with those asked during and after the inquiry.
4. Extension: Develop a personal health and wellness plan to follow and re-evaluate.
Review Bloom’s Taxonomy: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
vList at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Objective 4
Objective 1
Objective 3
Objective 2
Objective 2
Objective 4
Objective 3
Re-evaluate
Pose
Compare
Collect
Organize
Develop
Compare
Evaluating
Creating
Analyzing
Applying
Understanding
Creating
Analyzing
- Resources, Materials, and Equipment
vWhich are the different formats or genres used to support learners?Graphic Organizers are used for the students and sample Graphic Organizers are also available for teacher use.
Videos are used to prompt students. Trade books, magazines, additional videos, and web materials are used as inquiry tools for students to research health and wellness. They will also use nutrition labels on food and drinks. They will also have materials to test their physical fitness (tape measure, scale, eye chart, blood pressure cuffs, etc.) The Annual Physical Examination Form and the Annual Pre-Participation Physical Evaluation are used as well in this lesson.
vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
A data projector and interactive whiteboard will be used in this lesson by educators to display information and model for the students. Student wikis are used for independent or collaborative work. Databases and streaming video will be available for students to do additonal research. Students will also use hand-held devices, such as smart phones or Ipads, when computers are not available and they need information quickly.
As school librarians, we should make sure our lessons are resource-rich.
- Collaboration
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.This lesson allows for the students to be broken into groups which provides the opportunity to have more than one area of instruction occuring in the same class period. While one teacher is helping students develop and categorize questions, another is helping the other group create wikis and complete the question comparision matrix. During the video segments, one teacher is writing/modeling and the other is questioning/modeling while controlling the video. Students are constantly being monitored by either teacher. More than likely, students might be at different stages of the project. Some may be working on the end of the product, while others might be working on gathering information and questions. With that said, it would be logistically great if the teachers could divide and conquer. One go to the students who are at one stage, while the other focus on those who are a little behind. Any information and/or supplies from health and physical activity staff would also be incorporated.
All true... and you have identified why coteaching such a series of lessons is helpful. Many classroom teachers would not take on an inquiry project alone.
- Assessment
vAre there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.One way for the teacher and/or librarian to assess student outcomes would be through the monitoring of the students' health and wellness plans using a rubric with critera that has been shared with the students from the beginning.The teacher could also assess through the reflection whether it be verbal or written. Allow for students to choose how they want to be assessed depending on their final product. For instance, have students have the option of turning in a written paper, oral presentation, website, PowerPoint, etc., and then have a rubric for each style of product. Of course, they would have the rubric available to determine how they want to present their assessment. With this project, there are several fun options that students can represent their findings. Since they are the subject, they will want to be thorough.
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
Students are able to self-assess by using their Question Comparison matrix to answer a reflection question and assess the accuracy of the information they have found. Students may self-assess by using the sample student wiki provided by the educators. The students will work with each other and the teachers to get feedback to see where they're lacking in areas that need to be investigated.
Remember: Self-assessment is one of the strands in S4L.
- Standards
Reading and/or writingListening and speaking
Other content areas
Information literacy
Educational technology
vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
Standard 1: Inquire, think critically, and gain knowledge.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
Standard 4: Pursue personal and aesthetic growth.
TEKS:
Health 1, Grades 9-10
(1) Health information. The student analyzes health information and applies strategies for enhancing and maintaining personal health throughout the life span. The student is expected to:
(A) relate the nation's health goals and objectives to individual, family, and community health;
(B) examine the relationship among body composition, diet, and fitness;
(C) explain the relationship between nutrition, quality of life, and disease;
(I) describe the importance of taking responsibility for establishing and implementing health maintenance for individuals and family members of
all ages.
(5) Health information. The student understands how to evaluate health information for appropriateness. The student is expected to:
(A) develop evaluation criteria for health information;
(B) demonstrate ways to utilize criteria to evaluate health information for appropriateness;
(D) demonstrate decision-making skills based on health information.
(6) Health behaviors. The student assesses the relationship between body structure and function and personal health throughout the life span. The student is expected to:
(A) examine the effects of health behaviors on body systems;
(B) relate the importance of early detection and warning signs that prompt individuals of all ages to seek health care
(13) Personal/interpersonal skills. The student analyzes, designs, and evaluates communication skills for building and maintaining healthy relationships throughout the life span. The student is expected to:
(F) explore methods for addressing critical-health issues; and
(17) Personal/interpersonal skills. The student applies strategies for advocating and evaluating outcomes for health issues. The student is expected to:
(A) research information about a personal health concern;
(B) demonstrate knowledge about personal and family health concerns
(C) develop strategies to evaluate information relating to a variety of critical health issues.
Advanced Health, Grades 11-12 .
(1) Health information. The student applies technology to analyze and appraise personal health. The student is expected to:
(A) generate a personal-health profile using appropriate technology such as stress reduction, body fat composition, and nutritional analysis
High School Technology
(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
(B) use digital keyboarding standards for the input of data.
(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(B) demonstrate proficiency in, appropriate use of, and navigation of LANs and WANs for research and for sharing of resources
(C) extend the learning environment beyond the school walls with digital products created to increase teaching and learning in the foundation and enrichment curricula
(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
(A) annotate coding properly with comments, indentation, and formatting
(B) create interactive documents using modeling, simulation, and hypertext.
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
vWhich AASL indicators align with this lesson? Give both the number and the description for each.
AASL Indicators:
1.1.3 - Develop and refine a range of questions to frame search for new understanding.
1.1.4 - Find, evaluate, and select appropriate sources to answer questions.
1.2.1 - Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
2.1.2 - Organize knowledge so it is useful.
2.1.4 - Use technology and other information tools to analyze and organize information.
4.1.4 - Seek information for personal learning in a variety of formats and genres.
Yes, you could add these but I recommend doing so only if you are going to assess them. Some are expressed in the indicators above. (Dr. M. from the school of "less is more" in terms of standards.)
We could add:
1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 - Collaborate with others to broaden and deepen understanding.
1.4.4 - Seek appropriate help when it is needed.
2.4.2 - Reflect on systematic process, and assess for completeness of investigation.
3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
4.2.1 - Display curiousity by pursuing interests through multiple reosurces.
Implementation
- Process
MotivationMotivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
vWill this invitation to learn be effective in capturing students’ interest? Why or why not?
Absolutely! Not only is food involved (which all teens love), but the teacher also has them make an applicable connection with the food they themselves consume. When the student can make a real-life connection with the assignment, his/her interest level rises. We agree, using prior knowledge to expand knowledge... building upon the known is an excellent way to capture the students's interest! Teens are particularly concerned about their appearance, and this lesson ties right into that need to look good and feel good. Because health has a direct effect on their looks/weight, they are going to stay intrigued by their findings.
vWhat are your ideas to increase student buy-in to this lesson? Give at least one.
Sharing statistics with the students about the frightening numbers of teens who have become obese and then further share the detailed long and short term negative effects of obesity in teens. Prior to the project give the students a survey about their healthy or nonhealthy habits, then share the finding with the students. It would be interesting to see what kind of habits are developing. Some before and after pictures might hit home as well. Maybe a comparison with a typical teen today with one of maybe the 1950s, when eating habits and exercising habits were drastically different. It might put things in perspective.
Brava for your ideas! Never let a published lesson plan inhibit your creativity.
Student-friendly Objectives:
1. Ask before, during, and after questions.
2. Use key health and wellness vocabulary words.
3. Record questions in the appropriate cell on a graphic organizer.
4. Code information with highlighters according to categories. For instance, anything pertaining to diet, color code green; anything related to exercise, color code orange.
vAre these objectives at the instructional level of the targeted students? Give an example.
Yes. The questioning techniques as well as the use of the graphic organizers are on-level. The teacher/librarian will model the behaviors as the students learn to use the tools. Looking at the student-friendly objectives the words "ask" and "record" are the verbs, while student practice procedures includes those plus evaluate for depth. The vocabulary words may take a direct meaning when they're applied to their lives. They may also learn new vocabulary words pertaining to health and wellness. And by categorizing the subject into subcategories will help them in future projects when they need to organize their information.
vAre there terms in these objectives that may need to be taught to students? Give an example.
I would say that there would be some terms that need to be taught concerning the graphic organizers as well as some health and wellness vocabulary terms. The terms are easy to understand by the students, and educators have the opportunity to explain any questionable items during the presentation. There will be terms that the students will be introduced to pertaining to diet such as explaining what calories actually are and how they're measured; medicinal or chemical terms like caffeine or sucrose, etc. They will also put certain bodily terms in perspective that they may have just heard the word, but not really knew what they meant, such as adrenaline and particular hormones.
Yes! Learning new vocabulary in context is one of our goals.
Presentation
vDescribe the modeling aspect of this lesson.
On various occasions throughout the lessons, the educators will model how to do specific things that they are wanting the students to emulate and learn to do themselves. For example, after showing the short health video, the educators then replay it, pausing periodically to model how to pose questions while viewing the video. They then model how to pose questions after viewing the video. By observing this done correctly, the students can see how the procedure is done as well as the types of questions they need to pose. The educators jumpstart the students by providing a model that mimics the desired outcome. By modeling, the educators allow students to see not only what the expecations are, but they see how to get the expected outcome. Keep reminding the students to answer their questions, and thereby they will not get derailed by going into different directions. Sometimes when we look for information, we get sidetracked into another area and we forget what we were looking for in the first place. Keep asking the students to keep their questions in mind and focused.
Yes, the modeling with think-alouds and monitoring students' work in progress are critical.
vHow are the benefits of two or more educators maximized in the presentation component?
On days 3-5, while students are working independently on their wiki pages, educators have the opportunity to also conduct mini-lessons on the authority and reliability of Web-based information on health and wellness. So many different learning opportunities are taking place because the educators are able to monitor students, teach mini-lessons, and cover necessary information efficiently. Throughout the lessons, one educator is the presenter and the other educator is the recorder. The presenter is able to engage the students on a constant basis while the recorder is able to write down students' questions while displaying the correct use of the graphic organizers. The teachers can also take turns talking. Sometimes a teacher can say the exact same thing but just in a different way, and it makes sense to a student who didn't get it before. Varying up the personalities keeps them alert. Sometimes teachers feed off each other and makes the presentation more conversational as well, which elicits more dialogue.
Yes!
Student Participation Procedures
or
Student Practice Procedures
vAre the directions clear? Give an example.
The directions are very clear. Not only do the educators project the matrix as they discuss it, they also work through the matrix with the students and show them how to fill it out. They then repeat it once again and give the students specific procedures to follow. Another is example is when the educators project an example of the student wiki and students have a visual as well as the previous modeling provided by the educators. The students know the expectations of the project. And since the students are providing their own questions to be answered, their research is obviously directed where they need to go. The outline of the matrix is direct and leaves room to add questions.
Guided Practice
vHow are the benefits of two or more educators maximized in the guided practice component?
The educators use this time to closely monitor the students' progress and understanding of the assignment. When more than one educator is doing this, the level of instruction is increased because there is less chance that a student will go unnoticed if he/she is having a hard time understanding the concept. Having two educators decreases the student teacher ratio which maximizes the teacher's focus to provide more teacher/student interaction which can also help decrease any discipline problems that may occur. Because this project takes students in different directions and at different levels, having two teachers can effectively monitor and provide feedback to students without long waits. A typical class is comprised of 25-30 students, so by dividing that to making around 10+ groups can be exhausting. But if two teachers are working with the groups, then that makes it about 5+ groups per teacher, and that's not bad.
Always be specific about what educators will monitor - besides being on task - during guided practice.
Closure
vAre students active in the closure component? What are students doing for closure?
Students are absolutely involved in the closure component of the lesson. They are instructed to read over their questions and decide which of their questions is the most compelling. They are then to share those questions and develop their own individual health and wellness "before," "during," and "after" questions following the class discussion . Students are also involved in the closure by participating in an oral reflection of the project. Which questions were the most commonly asked? Where did they find the most reliable information?
Too often teachers summarize - to save time. We should always construct closure so students summarize their learning.
Reflection
vHow is the reflection component related to the learning objectives?
The reflection component focuses heavily on the questions formulated by the students as well as the effect these questions had on student involvement, participation, and learning throughout the lesson. The objectives consisted of posing questions, collecting, organizing, and comparing the questions and the reflection checks to see if students were successful with developing the questions. If questioning is correct did it prompt other questions and what role did the resources play in the creating the questions. By focusing on the questioning we can check to see if students were successful in achieving the objectives. Has this affected their lifestyle and choices to further influence their health? Are they really surprised with their findings? Is it as bad or is it worse than they thought? Will a new eating plan be difficult?
- Extensions
vWhat are your other ideas for extensions to this lesson? Describe at least one.One way that the educator could extend this lesson for further classroom-library collaboration is to have the students work in groups or pairs to create an interactive presentation using Web 2.0 tools for the health teacher to share as a teaching tool with the other students in his/her classes. They could also share the individual health and wellness plans they created within these presentations. Another extension idea is to use a Web 2.O tool and have students create a healthy menu for a restauraunt or modify and existing menu of a given menu. Students could also develop a plan to open a healthy fast food restaurant. Decide what to serve, what will attract customers, cost, etc. Present their findings at the next school board and ask for healthier alternatives. They can also post their version of Eat This, Not That on the electronic bulletin board. The constant reminders of what is better compared to the unhealthier alternative will stick in the students' minds when they see it on the classroom television/electronic bulletin board. They can post a video of their work on the school website.
Yes, these are all great ideas for extending this lesson and creating more opportunities for classroom-library collaboration!
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details.