Tag Archives: Graphic Organizer

315 Dress & Protocols, Voice, Microteaching, & Lesson Design: Update for Monday, 3 October 2011

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Getting Ready for the Tuesdays Practicum

After touching on dressing for success for your first school visit, we outlined some protocols to follow during your initial day in the field:

  • Arrive at the school by 8:15 am
  • Check in at the office
  • Look for the organizing SA
  • Observe and take notes on what you see
  • Take the initiative and get involved whereever possible

Have fun tomorrow!

Voice

Today we played with credible and approachable voice.  Maybe one day you’ll become as proficient at using voice as Ron Burgundy of Anchorman fame:

[youtube]https://www.youtube.com/watch?v=KmDgl-Y-kiU[/youtube]

We used breakout groups to teach you one of the voices, you peer taught a classmate, and then we gave you a chance to practice a few line using both credible and approachable voices.  To wrap, we asked you to introduce yourself – in an approachable voice – as if you were speaking to a middle school classroom and then to deliver a control statement – “Pencils down and eyes on me, please.” – in a credible voice.  We also noted that the voices aren’t totally distinct from one another but, rather, are on opposite ends of a continuum.

Here’s are some of the resources we used to teach voice:

Credible Voice – The Paper Chase

[youtube]https://www.youtube.com/watch?v=qx22TyCge7w&feature=youtu.be[/youtube]

Approachable Voice (& Credible, too) – School of Rock

[youtube]https://www.youtube.com/watch?v=uZCuHXs3Qi8[/youtube]

 

One-Pager on Using Voice Pattern to Signal Our Intention In The Moment

A search of the interwebs will reveal a lot more information about the importance of choosing voice wisely.

Prepping for Microteaching

After taking time to brainstorm your areas of passion, expertise, and fun, we handed out the task sheet and read it over.  Here it is for your reference along with the rubric and lesson planning model we’re suggesting you use:

For class on Wednesday, 5 October you should know your partner and your microteaching lesson topic. Please keep the topic as narrow as possible, as you only have 15-20 minutes to teach.

Lesson Design

In preparation for your microteaching task, we started to look at Lesson Design in the final minutes of today’s class.  We started with a pre-reading strategy, an Anticipation Guide, that had you consider key aspects of the Lesson Design content I was about to present.  Here’s the AG graphic organizer we worked with:

I plan to revisit the statements in the AG once we’ve finished looking at all the material on LD.

Lastly, we started a Jigsaw on the 7 components of effective Lesson Design.  Each of you has a number between 1 and 7 and that corresponds to one of the LD components (1 = Mental Set, 2 = Sharing the Objective & Purpose and so on down the list).  Your job is to read your assigned section and fill out the LD Jigsaw Graphic Organizer with the following information about the component:

  • Brief description
  • Critical attributes
  • When used
  • Why used
  • Considerations

Please have that one section of the LDJGO completed for class on Wednesday, 5 October.

Here is the LDJGO and the reading in case your hard copies go walkabout:

That’s all for today.

Toodles,

– Lawrence

EDUC 310 Coyotes, Model Inquiry, and Question Revision: Update for Wednesday, 19 Jan 2011

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Today’s class was focused on prepping for completion of this term’s Inquiry Project.  To that end, we did the following:

The Coyote Project Readaloud Using Thinking Bubbles

To get you in an inquiry frame of mind, I read The Coyote Project, a story about one girl’s process of writing a school report on coyotes.  As I read, I asked you to use the during-reading strategy “Thinking Bubbles” – a strategy I found in Brownlie, Close, and Wingren’s text, Beyond Chalk and Talk.

After the reading, I asked you to consider the reading and your thinking bubbles then answer the question: “What qualities of inquiry are evident [in the story]?”  You came up with a wide variety of responses.

Analyzing a Model Inquiry Project, “Joining Learning to Living” by Nick Sluyer

The goal here was to show you the shape of a completed inquiry project.

You arrived to class with a completed graphic organizer related to the content of the Joining Learning to Living article.  Here’s the G.O.:

As a means of processing the content, I grouped you by page # – 19, 20, 21, & 23 – and asked you to summarize your thinking on the What? and So What? of your particular section of the text.  Then, we engaged in the One Stays, Others Stray Strategy.  One member from each group stayed at their table to share the group’s understanding while the others strayed to other groups and gathered info.

After 8 minutes or so, all TCs returned to their original groups and shared the info they found during their research process.  To end, we discussed what stood out in each section of the text in terms of content or process.

Here’s an example of how to use One Stays, Others Stray.  It was implemented as part of a Grade 8 Music unit:

Reviewing Your Inquiry Question

To end class, I handed back the inquiry questions that you had submitted before the end of term 1.  I mentioned that I thought the questions fit roughly into 7 categories, as follows:

Curriculum

  • Maria
  • Ross
  • Lars

Lesson Design

  • Shaun
  • Christian

Assessment

  • Melanie

Ss/Te Relationship

  • Kat K.
  • Kat M.
  • Lou
  • Sally

Motivation

  • Farisha
  • Miguel
  • Jennifer
  • Aaron

Diversity

  • Devin
  • Sarah
  • Alice
  • Amber
  • Ian
  • Jeremy

Management

  • Jenna
  • Caitlin

I mentioned that you may have new topics of interest that emerged over your 2-week prac.  As such, I urged you to review your question using the suggestions outlined on the Developing and Refining Your Inquiry Project Question handout found here:

Your final inquiry question and the Inquiry Project One Pager you sketch out based on that question – the same One Pager template that you completed when you posed your initial question at the end of Term 1 –  needs to be brought to class on Monday, 24 January. Here’s the One Pager handout:

Please include at least one specific source of information (include the bibliographic details) related to your question, as this will show that there is in fact information related to your topic.  The librarians at the Education Library should prove a valuable resource to consult as should Google Scholar.

That’s all for today.

– Lawrence