Марина Грабарь - Дизайн урока и планирование с нуля / Lesson Design and Planning from scratch. Technology integration

Discuss why you think this STEM

Lesson would be appropriate for you

learners.

Lesson Objectives

Students will be able to:

– researchthe traits of artists and the purpose of their non-profit endeavors;

– compareand contrastfindings, within small groups, discussing professional skill sets required to support these non-profits;

– createa list of outlandish ideas for potential non-profit

Analyze: research

compare

Synthesize: create

– English-Language Arts

– History/Social Science

– Visual Arts & Performing Arts

– English Language Development

– A projector

– A Smart Board

– Computers with internet access

Bloom’s Taxonomy Action Verbs

Blooms Taxonomy – Best

Bloom’s Taxonomy of Measurable Verbs

Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning. Verbs that demonstrate Critical Thinking

Bloom’s Taxonomy Verbs

Use verbs aligned to Bloom’s Taxonomy to create discussion questions and lesson plans that ensure your students’ thinking progresses to higher levels.

Bloom’s Verbs

And Matching Assessment Types

Source: The Tenth Annual Curriculum Mapping Institute: Snowbird Utah, July15—18, 2004 Adapted from Benjamin Bloom

Watch Out for Verbs that are not Measurable

In order for an objective to give maximum structure to instruction, it should be free of vague or ambiguous words or phrases. The following lists notoriously ambiguous words or phrases which should be avoided so that the intended outcome is concise and explicit.

As a teacher, you always have to start with a warm-up when you begin a class to help the students waking up and start thinking about what they learned previously. The warm-up can be a quick review of the subject or a pre-lesson exercise of the new lesson. At the end of the warm-up, the teacher would take a look at where the student is at in terms of the exposure to the material they are going to learn or have learned in the previous lesson as a review.

Talk About…

– You have two minutes… introduce yourself to your partner.

• Now… introduce your partner to the group by sharing one interesting fact they told you.

• SWITCH! Variations Change the topic by giving a question – What did you do on the weekend? – What will you do at the weekend?

– Freestyle

How well do you know the teacher?

– Ask students to write down 5 questions they would like to ask you.

• Ask one student to come to the front.

– This student will now play the role of you and will guess the answer to five of the students’ questions.

• Give a «point» to the student for each correct answer and an ’x’ for an incorrect one.

• Each student takes turns guessing until each student has answered 5 questions.

• Re-ask questions that were answered incorrectly to gain more information about you.

• Once every student has had a chance to be the teacher, answer the questions about you which were left answered incorrectly.

Two Truths and a LieTwo of these statements are true, one is false. Which is which?

A.I’m afraid of horses.

B. I love sushi.

C. I have broken my arm right arm twice.

Picture Differences

• Another paired activity

• Students receive two similar pictures that have small differences • Students must communicate to discover what the differences are

• No peeking!

Picture That!

• Again… pair students

• One speaker, one drawer

• Speaker receives a picture which they must carefully describe to their partner

• Partner draws what is described

• At the end, compare pictures to judge success!

• Level of difficulty can be varied

20 Questions

• Give each student a picture cut out from a magazine

• Students ask each other yes/no questions to gather information and try to guess each other’s pictures

• Partners or group members may ask up to 20 yes/no questions

Can’t Say Yes or NoIn this game everyone is given a certain number of coins or squares of paper (about 10). Everyone moves around the room starting conversations and asking each other questions. The only rule is that you cannot say the words YES or NO. If you accidentally say one of these words, you have to give a coin or square to the person who you said it to.Try to trick each other by asking questions that you would almost always answer with a yes or no. Think of other ways to trick your friends. Sometimes asking two quick questions in a row works well. (Especially tag questions: Are you new here? This is your first time in America, isn’t it?). This game is a great way to practice using small talk and to add variety to your vocabulary. It also makes everyone laugh.