Wednesday, March 7, 2012
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.
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I agree with you that presenting the information in a real life situation contributes to the effectiveness of the lesson. I remember learning this math vocabulary and wondering when a person would ever use them. Her use of student grades and animal life span as examples clarify the concepts and help the learner understand how they apply to real life. I like your use of “I Do”, “We Do”, and “You Do” to analyze the lesson cycle.
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ReplyDeleteI do agree, the use of real-life situations (or simulations of these) in instruction continues to increase as the technologies for bringing real-life situations into the classroom become more available to teachers. Also, I think that is one benefit of the “flipped classroom” in that teachers and students will have more class time to utilize technology and skills to apply knowledge that is being taught and learned.
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