https://www.dropbox.com/s/ajg98ppwke6z3nk/Curriculum%20and%20Instruction%20keystone-605.docx
Lesson Link to Keystone:
https://www.dropbox.com/s/aop1fs7grc0w4tu/Mini%20Lesson-605.docx
Monday, December 9, 2013
WK 13 Putting Together
1)
Thick back to your many experiences with
well-designed learning, both in and out of school. What was the
most-well-designed learning experience you ever encountered as a learner? What
features of the design-not the teacher’s style or your interests-made the
learning so engaging and effective? (Design elements include challenges posed,
sequences of activities, resources provided, assignments, assessments,
grouping, and site and teachers role.) Briefly describe the sign.
Wow- this was a while ago, reflecting back on a
well-designed lesson that I ever encountered-It was in college during
developmental biology class-what made this interesting was a hands-on-minds on
experience where I had to rely on my own critical thinking skills to accomplish
a task. Also, it was critical for students to work in groups to pool ideas to
successfully accomplish the task and apply ideas. The resources provided were
extensive, which include dissection tools, cat cadavers and a how to video clip
of how to use the dissection tools-we had to find three bones encased in
cadaver cat’s eye ball. With the use of computer/lap tops for additional
research. Needless to say this was new to all the students in the class. The challenges we faced as a team was figuring
out who will actually do the deed of dissection while the other takes notes or
create diagrams. As a group we decided to discovery one cat eye bone each and
help each other if necessary. Decisions and group organizations was left up to student
groups; the prof-had nothing to do with group organization or decisions. Also,
each group was given plenty of time to make discovers. The assessments of this activity was formative
were each group had the opportunity to discuss finding from collaborated
written reports. The prof. role was to offer feedback and make necessary
correction.
2)
In sharing your recollection and analyses with
your peers, build a list of generalizations that follow from the accounts. What
do well-designed learning experience have in common? In other words, what must be built in by
design for any learning experience to be maximally effective and engaging for
students?
Student must get involved in their own learning process and
become active participants, real world problem solving that is of interest to
the students, plenty of opportunities to critically thick through task and make
adjustments to ideas, apply ideas, time to work in collaborated groups to
reflect on others ideas and your own, and plenty of opportunities to use
technology to support ideas.
3)
Where in your school or the school that you are
observing are the best characteristics of best design most likely to be seen in
action? In what programs and subject areas would we most expect to see these
characteristics, compared with other programs or subjects? Are there any
patterns, if so why?
I have observed these characteristics in science, math, art
and graphics design technology classes. Where students had to use their
critical thinking skills to solve a task Students are afforded many different entry
point for self-reflection and application of what is learned. Also, students are able to use technology to
aid in the development of critical thinking skills, research, and design with
computer graphics. There is a pattern in the above subjects where it is
necessary for students to get involved in their own learning process for it to
be meaningful and engaging.
4)
After a study of sample units, and one of your
own designs, edit or amend your list of characteristics of the best design, as
appropriate.
Identify desired student
results-standards
Determine acceptable
evidences of task accomplishments
Prior knowledge, real
world connections
Students’
intellectual motivators
Differential
instruction-many entry points
Plenty of time for
critical thinking
Hands on activity-student
practice
Peer
sharing-reflection
Collaborative group
organization
Technology
integration-problem solving, and critical thinking
Assessments rubrics,
ongoing informal/formal
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