Christa Tucker - Week6 Module 3

Identify what your team thinks, which contributes most to the effectiveness and appeal of the lesson. 

The clarity in the voice of the instructor leads to the overall appeal and effectiveness of the lesson.  When content is delivered, not only does the learner need to be able to understand the material but also it is a necessity for the voice of the instructor to be captivating to the audience.  Also the flow of the lesson contributes to its effectiveness in that vocabulary is introduced followed by examples and most of all real world situations.  The greatest feature is the Cornell notes that are provided as an outline and blueprint for the lesson. 

For each tactic you identify, think up a different way that tactic could have been implemented, and discuss it. For example, should Wiki, Blog, Video, or any multimedia instruction be implemented?

The teacher used poster boards to present the lesson however, I think that an IWB or perhaps even the web based service such as http://www.educreations.com/ to create if not all, some of the instructional videos. 

Refer to Figure 3.1. Kinds of Knowledge. How does each tactic apply to the Particulars and Generalities based on the type of knowledge your team identify?

In the lesson chosen, the knowledge of descriptive generalities was used present mean, median, and mode to the learner.  The instructor presented information in the form of examples and real world situations.  

TechGrads Discussion Summary

Module 3 – Concept Classification focuses on the nature of knowledge which are descriptive (things) and productive (changes) knowledge.

Working together with your team to study a lesson, training course, or workshop to see if your team can spot any weaknesses or ways to improve the effectiveness of the lesson, and discuss them.

1.   Identify what your team think which contributes most to the effectiveness and appeal of the lesson. 

There were many factors that made the lesson engaging and effective. Rachel liked that the lesson was relevant to students by incorporating real world situations. Pam liked that the information was displayed in small-chucks. Overall, our group thought that the youtube presentation was organized, clear and easy to follow especially with the graphic organizer provided on google docs. 

2.   For each tactic you identify, think up a different way that tactic could have been implemented, and discuss it. For example, should Wiki, Blog, Video, or any multimedia instruction be implemented?

Since the lesson was on youtube, it was a good multimedia choice, because most everyone is familiar with it. There was also a Cornell Notes graphic organizer available on google docs that was linked in the description of the video. However, there should be some sort of feedback. Students could post any difficulties that they might have, so that the teacher can assist with any problems. 

3.   Refer to Figure 3.1. Kinds of Knowledge. How does each tactic apply to the Particulars and Generalities based on the type of knowledge your team identify?

The youtube lesson presented productive generality. Students learned about central tendency and the relationship between mean, median, mode and range. They also applied the concepts in a new situation towards the end of the lesson. 

Research on Effective Lessons:
1. Strategies for Effective Lesson Planning - http://www.crlt.umich.edu/gsis/P2_5.php
     This article is a great guide to help create an effective lesson. It breakdown the process of making an effective yet engaging lesson. A couple comments from the group is that the lesson we discussed had numerous effective techniques....chucking, real-life situations, higher-order thinking questions, graphic organizers, multimedia aspect (youtube), etc. However, the lesson did not complete the cycle by not having an assessment after the lesson.








References:
Milkova, S. (2011). Strategies for effective lesson planning. Center for research on learning and teaching. Available from http://www.crlt.umich.edu/gsis/P2_5.php

Team Education 2.0, Week6. Research & Summary

Research

This week’s assignment prompted me to take a second look or research on what is meant by “effective lesson”. Our assignment was to study a lesson to see if we can spot any weakness or ways to improve the effectiveness of a lesson.

According to Dunn (2010), an effective lesson “should provide students with differentiate instruction to meet different learning styles, a lesson that is individualized to meet individual needs of students and a lesson that is innovative”. 

A good lesson should provide for specific instructional objectives that will require students to master a task, offer alternative ways of learning to help students with the identification of ways by which learning is most appropriate to base their cognitive-processing and perceptual styles on.

Froelich (2009), considers an effective lesson to be a lesson that “focuses on students’ thinking as an important goal to achieve”. He continues to explain that, when a lesson allows for the opportunity for students to engage in activities that allows them to think about concepts and essential truths, it extends their thinking to new situations.

To add to knowing more about effective lesson, I came across this website “WeAreteachers” (http://community.weareteachers.com/t5/WeAreTeachers-Blog/Five-Components-of-an-Effective-Lesson/ba-p/10235). The site outlines five components of effective teaching as (1) Get them engage; It describes the importance of the use of warm-ups, short clips and photos to get students engage from the start of a lesson to draw their interest into the lesson. (2) Vary activities to address learning styles; lesson should be such that it will address individual learning styles so as students would be involved and will not feel left out. (3) Get-hands-on; include activities that would allow students to practice what is learnt. It can be the use of technology to demonstrate what is learnt. (4) Don’t be rigid; This is where the teacher allows for flexibility. If the situation calls for the teacher to go off schedule to help students understand the lesson, he/she goes for it. (5) Teach across the curriculum; In this case, teacher provides the opportunity for transfer of learning. Teacher allow students to use information learnt in another subject area to help students understand what is being taught. Example, English writing strategies to help them write a History paper.

In a nut-shell, effective lesson allows the opportunity for learning to take place.

References

Dunn, R. (2010). No Light at the End of Tunnel Vision: Steps for Improving Lesson Plans. Clearing House, 83(5), 194-206.

Froelich, J.  (2009). Effective Lesson Design: A Basic Conceptual Outline Using Looking at Learning to Improve School Performance

 http://community.weareteachers.com/t5/WeAreTeachers-Blog/Five-Components-of-an-Effective-Lesson/ba-p/10235

Group Discussion

Our team meet on Yahoo messenger. 

We discussed a lesson plan online (http://www.angelfire.com/ill/ci215/irony.htm) which taught the concept “Irony”. We choose this topic based on the fact that “irony” is often misunderstood by many people. It is always perceived as something unfortunate or amazing, but in actuality, it expresses something different and often opposite of the norm or the literal meaning. Below is our individual contributions. 

adewusu02

7:52 PM

hi

nag98k

7:53 PM

hello

adewusu02

7:54 PM

cool, wanted to see if you were in

7:54 PM

waiting for the rest to join

Joined

Natalie P has joined the conference.

adewusu02

7:55 PM

hi Natalie

Natalie P

7:56 PM

hello

adewusu02

7:57 PM

good, am texting Katie on the phone, trying to get her in

Natalie P

7:57 PM

ok

adewusu02

7:58 PM

do you see Nick? Natalie

nag98k

7:59 PM

i just see me and you

Natalie P

7:59 PM

do we know his id?

adewusu02

8:00 PM

he's on

Natalie P

8:00 PM

i can't see him

Joined

Katie Petty has joined the conference.

adewusu02

8:01 PM

hello

Katie Petty

8:01 PM

hi

Natalie P

8:01 PM

hi

adewusu02

8:01 PM

do we see everybody?

Katie Petty

8:01 PM

I do

nag98k

8:01 PM

i see you, me, and katie

Katie Petty

8:01 PM

_

Natalie P

8:02 PM

i don't see Nick

adewusu02

8:02 PM

What about Natalie?

nag98k

8:02 PM

nope

Katie Petty

8:03 PM

maybe Natalie and Nick need to be friends?

adewusu02

8:03 PM

any idea

nag98k

8:03 PM

maybe that would work

Natalie P

8:03 PM

what is Nick's id?

nag98k

8:03 PM

my id  is nag98k

8:03 PM

someone tell her

Katie Petty

8:04 PM

nag98k

nag98k

8:05 PM

i accepted her

8:05 PM

still not showing her in the room

adewusu02

8:05 PM

let's see if we can see everybody now

Katie Petty

8:05 PM

she secretly doesn't like you and this is her way of showing it....bwahahahahaha

adewusu02

8:05 PM

respond

nag98k

8:05 PM

lol

Katie Petty

8:06 PM

just kidding...I'm punchy cuz I've been in training all day

Natalie P

8:06 PM

hi

nag98k

8:06 PM

still just me, you and katie

Natalie P

8:06 PM

I see Katie and Adelina

adewusu02

8:06 PM

what's going between you two

Katie Petty

8:06 PM

I see everyone and everyone sees me...isn't that a song or something?

adewusu02

8:06 PM

it is

Katie Petty

8:07 PM

I'm good like that

adewusu02

8:07 PM

am going to close it and invite everybody again

Natalie P

8:07 PM

wait

adewusu02

8:07 PM

ok

nag98k

8:07 PM

there we go

Natalie P

8:07 PM

I got nick now

adewusu02

8:07 PM

ok

nag98k

8:07 PM

i can see everyone now

Katie Petty

8:07 PM

Nick, meet Natalie

Natalie P

8:07 PM

hello everyone

Katie Petty

8:07 PM

Natalie, meet Nick

adewusu02

8:08 PM

hi everyone

Natalie P

8:08 PM

Sorry can't spell tonight

8:08 PM

Hello Nick

nag98k

8:08 PM

hi

adewusu02

8:08 PM

Nick do you see Natalie

nag98k

8:08 PM

yes

adewusu02

8:08 PM

Now we can start discussion

Natalie P

8:09 PM

yes

Katie Petty

8:09 PM

oh joy

8:10 PM

Well don't everyone jump in there at once...

adewusu02

8:10 PM

ok Katie you started something about irony, let it roll

Katie Petty

8:10 PM

ironically, I'm not good at going first...

8:10 PM

hehehe

8:10 PM

Really I was just pointing out that it would be a good example to use for this type of lesson.

adewusu02

8:11 PM

so what is our lesson

Katie Petty

8:11 PM

It's a really hard concept because so many people misuse the word "ironic" (especially if they've ever heard the Alanis Morisette song) so it's good to work with examples and non-examples

adewusu02

8:11 PM

there should lesson on the board for us to discuss isn't it

Natalie P

8:12 PM

What do we think contributes to the effectiveness of this lesson

Katie Petty

8:12 PM

I thought we picked our own lessons and talked about how to use this strategy

adewusu02

8:13 PM

yes, so what is the lesson

nag98k

8:13 PM

http://www.angelfire.com/ill/ci215/irony.htm?

8:13 PM

That was the one I saw in the email

Katie Petty

8:13 PM

right

Natalie P

8:13 PM

that is the one i am looking at

nag98k

8:14 PM

I thought it would be really effective because of he humor used.  Humor will help "hook" students and get them involved in the lesson

Katie Petty

8:14 PM

I like the use of music. When I do student interest surveys at the beginning of the year, they always say they like music so anytime I can incorporate it, I do!

Natalie P

8:14 PM

I think the use of the video to reenact the story was effective

8:15 PM

yes student love anything with a beat..

Katie Petty

8:15 PM

the biggest thing is the way he gives examples and non examples of irony. That way students can see what it is and isn't and expand their understanding of the material

Natalie P

8:16 PM

so we need to identify the tactic used

adewusu02

8:16 PM

I also like the idea of following the lesson with an activity

8:17 PM

we can call it learning by example?

nag98k[

8:17 PM

sure

Katie Petty

8:17 PM

ok

adewusu02

8:18 PM

or involvement

Katie Petty

8:18 PM

involvement how?

adewusu02

8:18 PM

the students were part of the music

nag98k

8:18 PM

For implementing tech, You could easily make a humorous video showing irony or use digital cameras to make a comic strip showing an ironic situation

Katie Petty

8:19 PM

Ok, I'm a little confused. I thought we were talking about concept clarification as the method?

adewusu02

8:19 PM

so we agree on "learning by example"

Katie Petty

8:19 PM

That's what I got when I read this article: http://caitlinannesmith.wordpress.com/2011/08/03/using-examples-and-nonexamples-in-concept-attainment/

adewusu02

8:20 PM

lets look at the question

Natalie P

8:20 PM

You can use blog for students to talk to each other about the irony in the story

adewusu02

8:21 PM

  Identify what your team think which contributes most to the effectiveness and appeal of the lesson. 

nag98k

8:22 PM

my answer was: I thought it would be really effective because of the humor used. Humor will help "hook" students and get them involved in the lesson

adewusu02

8:22 PM

Are we looking at descriptive concept or productive?

8:24 PM

With the follow up  activity, I see productive, what do you all think

Katie Petty

8:25 PM

I'm not sure what you mean by "descriptive" and "productive"

Natalie P

8:25 PM

This was in the Module 3

adewusu02

8:26 PM

yes

8:27 PM

lets revisit  what we have to base our discussion on

Katie Petty

8:27 PM

hold on, I'm looking at it up

adewusu02

8:27 PM

ok

8:30 PM

are we looking at module 3?

Natalie P

8:30 PM

yes

Katie Petty

8:31 PM

according to the Indiana site, descriptive knowledge is knowledge of "things" so that would seem to apply to the examples, right?

8:31 PM

The "productive" knowledge would be the rules that make something ironic or not ironic. Am I getting this right, now?

nag98k

8:32 PM

i think so

Natalie P

8:32 PM

Yes the particulars are facts, information, and examples

Katie Petty

8:32 PM

right, so that would make this lesson descriptive, wouldn't it?

Natalie P

8:33 PM

I would think so because it is teaching a concept by examples

8:33 PM

right?

adewusu02

8:33 PM

am looking at the lesson closely now

Katie Petty

8:34 PM

So what contributes most to the effectiveness and appeal of this lesson is the fact that it provides examples and non-examples of irony to strengthen the students' descriptive knowledge of the content

Natalie P

8:34 PM

So the effectiveness of this lesson is the examples of the concepts of irony?

8:34 PM

yes Katie

adewusu02

8:34 PM

that is what i see too

Katie Petty

8:34 PM

excellent!

8:35 PM

So what is a different way this could have been implemented?

Natalie P

8:35 PM

Appeal is the use of audio and visual examples to engage the students

Katie Petty

8:35 PM

Is that what you were talking about earlier Nick?

nag98k

8:35 PM

ya

Katie Petty

8:36 PM

Awesome!! I think I'm actually understanding this a little better now. 

Natalie P

8:36 PM

what about grouping the students into blog groups and they discuss and work together identifying more irony and non-irony?

Katie Petty

8:37 PM

For sure! Anytime they can work together and help teach one another, that is going to increase understanding

8:37 PM

like what we're doing...hehehe

Natalie P

8:37 PM

:

8:37 PM

Katie Petty

8:37 PM

How does this apply to the particulars and generalities/

adewusu02

8:38 PM

what are you talking about Katie

8:38 PM

got it question 3

Katie Petty

8:39 PM

question 3 ... working on moving our discussion along! It's been a long day *blush*

8:40 PM

We know that the interactivity (music, video, etc.) is what makes the lesson most appealing and effective. How does that apply to the Particulars and Generalities from the Kinds of Knowledge chart thingie

8:41 PM

My thought is that the examples themselves are the particulars (the song and video) which contribute to the students' understanding of the generalities (the concept of what irony is and what it isn't)

adewusu02

8:41 PM

we identify descriptive knowledge, so how does this apply

Katie Petty

8:42 PM

I think the application is that you need both in order for it to be an effective lesson

adewusu02

8:42 PM

what are the both?

Natalie P

8:42 PM

It applies to facts and information being used in examples to deliver the concept

Katie Petty

8:43 PM

the particulars are the examples and the generalities are the concepts. It's in figure 3.1 from the Indiana course

adewusu02

8:43 PM

ok. done?

Katie Petty

8:43 PM

lol - only if you agree with me!  I'm ALWAYS good with that!

Natalie P

8:43 PM

I am good

nag98k

8:43 PM

yup

adewusu02

8:44 PM

Then we are all good

Katie Petty

8:44 PM

Yay!! Adelina, will you post the chat dialogue in the blog?

adewusu02

8:44 PM

I will do a little research and put them all together

Natalie P

8:44 PM

Great!!!!

Katie Petty

8:44 PM

And can we go back to the regular blog posting? These chats are stressful!!!

8:45 PM

adewusu02

8:45 PM

yes, will copy the chat and post it

Katie Petty

8:45 PM

Thanks ladies and Nick.  Have a super awesome Spring Break. I'm going to "lose" my computer and cell phone for the week!

adewusu02

8:45 PM

No, the next module is the same

nag98k

8:45 PM

bye

adewusu02

8:46 PM

not sure, you have to respond to the question i post

Natalie P

8:46 PM

Ok do we need to meet the Sunday or Monday after Spring Break?

Katie Petty

8:46 PM

yeah, that's normal. I like that part

adewusu02

8:46 PM

I didn't say you can go

8:47 PM

The discussant decides

Katie Petty

8:47 PM

decides what?

adewusu02

8:48 PM

Now good night everybody, Lol

Natalie P

8:48 PM

Good Night everyone.  Have a Safe and Restful Spring Break!!!!

Left

nag98k has left the conference.

Left

Natalie P has left the conference.

Left

Katie Petty has left the conference.

Summary

1.  Identify what your team think which contributes most to the effectiveness and appeal of the lesson.

Our group came into conclusion that, the use of examples and non-examples to further describe the knowledge of the concept “irony”, contributes to the effectiveness and appeal to the lesson. We considered the humor used to “hook” or engage students into the lesson through  the use of music and videos to reenact the story. We liked the idea of the images used to further explain the meaning of irony to expand students’ understanding of the concept as well as following the lesson with an activity to assess student understanding.


2.  For each tactic you identify, think up a different way that tactic could have been implemented, and discuss it. For example, should Wiki, Blog, Video, or any multimedia instruction be implemented? 

We suggested that, the other different way that could be used to implement this lesson is to make use of group blogs. In this case, students will work together in groups to discuss and identify more irony and non-irony situations. Doing this, students tend to teach one another therefore enhancing understanding.


3. Refer to Figure 3.1. Kinds of Knowledge. How does each tactic apply to the Particulars and Generalities based on the type of knowledge your team identify?

We identified the lesson to be a descriptive form of knowledge, in that students gain the real meaning of  “irony”.

We think song, images and video that were used as examples to further explain the what irony is and is not are the particulars.

The understanding of the concept, what irony is and is not, will form the generalities. 

To say whether a lesson was appealing or not, there should be a feedback from students to determine the effectiveness of the lesson.

Question for discussion:

With this kind of lesson, what form of assessment do you think would be used to determine if learning has taken place?  

TechGrads - Rachel Mallory

1. Identify what your team think which contributes most to the effectiveness and appeal of the lesson.
This lesson employed real-world situations to make the information relevant to students. Situations included a set of student's grades and data on the lifespan of animals in a zoo.
The instructor also utilized higher-order thinking questions. She asked the students to consider which measure they would prefer in these different situations, briefly touching on what each might suggest about the set of data.
The video also comes with a set of Cornell Notes from google docs.


2. For each tactic you identify, think up a different way that tactic could have been implemented, and discuss it. For example, should Wiki, Blog, Video, or any multimedia instruction be implemented?
Even though the lesson includes Cornell Notes and a video, perhaps the real-world situations could be discussed in a wiki or blog after the students have considered the higher-order thinking questions. Also, scaffolding the lesson might be helpful here, if the information is new. In this lesson, it seemed the "I Do" part was there (the teacher modeled the principles, though there was not much of the Think Aloud strategy), and the "You Do" was there (when the students had to pause the video to complete the problems on their own), but the "We Do" was missing in the middle, where instructor and student complete an example together.



3. Refer to Figure 3.1. Kinds of Knowledge. How does each tactic apply to the Particulars and Generalities based on the type of knowledge your team identify?
This lesson presented a Productive Generality. The measures of Central Tendency and Range can be applied to many different situations, as the instructor showed in the video. Many different situations include a set of data and call for a way to present the data in these ways.
The higher-order thinking and real-world situations show students how to apply this generality or rule to many different situations. The Cornell Notes help students follow along, draw conclusions, and practice the principle in multiple ways.

Tech Grads Week 6-Pamela Jefferson (Mickle)

Our group chose to review a video lesson on central tendency and range presented by a Dowell Middle School teacher using a flipped classroom model. http://www.youtube.com/watch?v=01IdPDBHoDk

Identify what your team think which contributes most to the effectiveness and appeal of the lesson. 

There are several factors that contribute to the effectiveness and appeal of the lesson. First, the lesson is well organized with information presented in clear chunks. The vocabulary is defined, procedures explained, and a sample problem worked for each topic in the lesson. Second, the lesson is presented as a video on YouTube. This allows the students to access the lesson on any device that has an Internet connection. Because it is a video the learner can pause when needed to take notes, process information or seek clarification from others. They can also view the video as many times as they need to for full comprehension of the material. Third, the students are given a Cornell Notes graphic organizer to use as they complete the lesson. Besides being a visual to frame the lesson it includes an essential question to focus their learning and practice problems to apply the learning.  

For each tactic you identify, think up a different way that tactic could have been implemented, and discuss it. For example, should Wiki, Blog, Video, or any multimedia instruction be implemented?

The lesson was well-organized; however, the teacher did work the example problems on a small dry erase board. The same problems could be presented using a Smart, Star or Promethean board. The teacher would still be able to work the problems using a stylus or colored digital pen and it may have enabled her to have a larger white space in which to work. Because the delivery method was a YouTube video I don’t think that it should be changed. Today’s learners are familiar with the medium and I think that it was an excellent choice for this lesson. According to Beck (2009) video has the potential to foster deeper learning and increase memorization and understanding of content. Students are able to access the Cornell Notes graphic organizer via a Google docs link in the description of the video. Asking students to print out the graphic to use while watching the video is the best way to utilize it during the lesson. Since the teacher is using the flipped classroom model a class blog or wiki where students can post questions, concerns or reflections as they complete assignments away from school is an option that should be considered. The teacher will be able to see if several students are encountering difficulty, offer feedback, intervene if needed and students will have a place to encourage and help each other or ask for assistance.

Refer to Figure 3.1. Kinds of Knowledge. How does each tactic apply to the Particulars and Generalities based on the type of knowledge your team identify?

In the central tendency and range lesson the mean, median, mode and range are the descriptive generalities. Students need to be able to explain the terms and explain their relationships to each other in order to apply the concepts in a new situation. The graphic organizer that the students use will help facilitate this. The productive generalities would be the steps we take or procedures we follow to calculate the mean, median, mode and range from a data set.

Reference

Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1-21.