Professional Documents
Culture Documents
Instructional Strategies SED 541 Secondary Theory, Methods and Data-Driven Pedagogy Jeanette E. Martinez Grand Canyon University June 22, 2011
Instructional Strategies
Unit Plan
VITAL INFORMATION
Author *Subject(s) Topic or Unit of Study *Grade/Level *Summary McDougal Littell World Geography Chapter 13 Europe Diversity, Conflict freshman level Provide students with precise, simplified facts after reading text, so students view other ways of reading new information.
ELEMENTS REQUIRED:
Objective
Teach students how every country has their share of conflict and civil wars. Chapter 13 covers four sections of Europe: Mediterranean Empire, Western Europe, Northern and Eastern Europe.
Instructional Strategies
Anticipatory Set
Guided Practice
Students will open their explorers journal and class discussion begins with sharing thoughts how every environment is divided and each want to be either gain control, visibility or just want to be acknowledged. Questions: How do you see the division of your town? How is your town divided? Are there any groups/gangs in your neighborhood?taught do the following order: conflicts? Lesson will be Why in you think there are Higher level questioning having the students discuss and answer questions from the Anticipatory Set, then writing their thoughts on their journal. Direct instruction show the PowerPoint Presentation. Cooperation Learning students will form in groups, while completing term words and working on a cloze passage taken from the text. Discovery Learning making a compare/contrast model on how the conflicts of Europe are different and similar to the conflicts in our neighborhood students will participate in the lessons provided by the teacher, Students are expected to listen and participate in the activities given by the teacher according to the classroom promises they made in the beginning of the year. Students are responsible for maintaining their journal entries. Completing terms, definitions and sentences from the chapter material Notes of Chapter 13, sections 1, 2, 3, 4 Vocabulary quizzes at the end of the week, Map of Europe quiz so students will be familiar with the states of the region of the four sections of Europe
Independent Practice
Closure
Final discussion to make sure students understand how Europe has their share of conflicts and what happens to the land when conflicts are not resolved End of the chapter test that will include vocabulary, concepts and material discussed on Chapter 13
Evaluation *Assessment/Rubri cs
Instructional Strategies
Reflection Teaching any content subject is a challenge every teacher faces, the age group and their development varies greatly especially in the secondary level. Seeing a student from year to year one would think a growth is only physical, but that is not true. Freshman students are still childlike in their behavior, but physically they may seem grown up. Teachers who teach freshman students need to fully understand what an important role they have in shaping the minds of these young adolescents. Effective teachers will carefully plan their lessons to include appropriate and functional instructional strategies. The above lesson was actually prepared and implemented to freshman students in their World Geography class. The activities selected fell into the following strategies: Direct instruction after presenting and discussing the PowerPoint to the class, students are responsible for taking notes and a quiz will be given, the students will master learning the information following the cloze passage activity, journal writing and note taking will support the students retaining the information learned. Cooperative learning having the students share and practice what they have learned as in the defining of terms and map definition will provide added support and reassurance the learning taken place. Discovery learning- providing the students with ways in which lets them find the answers to their questions, either through the textbook, or researching the Internet will strengthen the learning of the content material
Instructional Strategies
Jigsaw giving the students responsibilities in the learning and letting them know failure to complete the assignment will jeopardize the completion of the assignment for the entire class.
Higher level questioning Providing open ended questions that are relevant to the content material, opens the door to discussion. For example, freshman students view the world according to only how it proteins to them, so in order to teach them to think out the box, it is good and creative to start with information they know. The lesson above begins with the opening of discussion according to how they see their world, in this case, their neighborhood. The students know how their neighborhood operates, thus introducing new material and areas in the world that have their own conflicts, which now the students understand. Letting the students know ahead of time how assessment is important and how it will be
given, will let the students realize why assessments is given. Measurement of the lesson learned lets the students know how well they did and what areas they need to review. Assessment should not be viewed as a pass or fail attitude, rather assessments should be viewed as constructive criticism, which is a much more realistic approach on facing and conquering fears, challenges and goals everyone needs to have in order to reach goals. The best way an effective knows they have their job is when they see the smiles on their students faces after reaching a goal, they didnt think they could. Of course learning and achieving the goals, takes time, patience and practice, practice, practice, this is what teaching is all about.
Instructional Strategies
References