PART I (Teaching Activity)
A - TELL A "STORY"
Introduce the lesson through a story or narrative that
covers the major aspects of the topic to be developed.
EXAMPLES
Writing a biography
What is it like to be famous? Most of us wouldn't
know, but we certainly know people who have become famous. These are people
that have become models in some way. Maybe they did something brave, or
invented something fantastic, or discovered something incredible. They are
people that have led interesting lives in some way. We admire them for doing
what they did or showing us something we value. [Tell a brief story of a few
famous people. The Encarta Encyclopedia, the Internet, or other common
reference sources can provide ample material for a short summary. If you
want to captivate students from specific backgrounds, use people from their
heritage (Native American heroes, African American heroes, outstanding
women, sports figures, actors, politicians from the area, environmentalists,
whatever will catch your students' attention).
A math project
"My uncle once wanted a garden that would have
all of his favorite foods in it. When he talked about it, we could just
taste Aunt Lucy's cooking. Uncle Bob drew out his plan for a plot in the
back yard. He had a rectangle with ten horizontal rows...."
"I have a friend in town who built her house
using mainly newspapers mixed with cement and straw bales. Here are some
pictures of the construction while it was taking place. She started with the
living room...."
B. TALK ABOUT IT
Ask students to comment on their background in the topic
for the lesson. What do they know? What can they add to the discussion? In the
writing project, they can tell a bit about someone they thinks had great
qualities and why. In the math projects, they can tell what they know about
planting a garden or building a shed. In a science project they can contribute
ideas about lab results.
| Create a Web around
the Topic
Discuss relationships of concepts to topic,
coming from a variety of points of view. How far does the topic reach?
How many other disciplines in the institution/community could
become involved in contributing to learning about the topic? How much
and what types of concepts/projects can the class handle? |
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PART II (Learning Activity)
A.
Establish the model for the lesson.
Lay out the plan with the students, discuss the resources available for
groups working in each segment of the topic, and assign students, at least
most of them, to group projects. Remember to let students know why they are
participating in the activity and how it relates to their lives and
communities.
Note: If you are introducing a new skill, be
sure to allow students plenty of time to observe and study a model before
they are instructed to implement the activities. As they begin the activity,
be available to provide feedback before they are left on their own.
Lay out the plan/activities
For non-linear thinkers, particularly Native Americans,
a circle provides a good container to replace or add to the linear outline.
Draw a circle and divide the circle in as many parts as you and your students
feel are necessary to cover the topic. Four parts appeal a lot to Native
Americans. They understand the number four (four directions, four stages of
development on earth, four elements, etc...). Look at the circles and parts in
the figures at the top of this page. Could they serve as an image to be
modified for developing a topic in your area? Think outside of the traditional
box for a minute and find out what comes to you.
EXAMPLE
If you use the model above, think of the center as the
topic. The four parts can be anything you feel is appropriate for your topic
and group. They could represent four activities that groups of students will
develop. Following are some ideas for four-part plans to cover activities for
one topic. Each row represents an individual/independent lesson approach.
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Internet
Links/Descriptions |
Power Point Presentation |
Written Report |
Show and Tell Projects |
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Blue Print Measures |
Carpeting and Tiling |
Landscaping |
Garden |
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Historical People |
Historical Places |
Historical Events |
Effects on the Present |
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Background |
Events |
Contributions |
Summary |
|
Rivers |
Mountains |
People |
Animals |
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Types of Careers |
Employers |
Tasks |
Skills |
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Book Summary |
Chapter Collages |
Character Analysis |
Role Plays |
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Story Telling |
Writing Summary |
Structure Analysis |
New Endings |
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Business Plan |
Ledgers |
Management Issues |
Financing |
If you observe the patterns in the circles above
following the title of this page, think of patterns you might add to
your lesson "painting." A circle can contain many geometrical and
natural figures that are very familiar in everyone's environment. Wouldn't it
be fun to create art as you make assignments? Wow.
B. ASSIGN ACTIVITIES/PROJECTS
One important element to reinforce in any grouping is to
recognize and reinforce the strengths of students who will be working in each
group. By using the strengths of the members in each group, they will do their
best work and others will learn from their insights.
PART III (Student Assessment)
C. ESTABLISH TIMELINES AND RUBRICS
Where standards and curriculum expectations have to be
met, make sure that students understand how they will be graded and when
projects are due.
Performance-based assessments work best with holistic
learners. If you have both holistic and linear students, projects can include
linguistic aspects, charts, and linear figures. In other words, vary the
grading elements so that both linear and holistic learners have a chance to
excel. In the four parts suggested above, a teacher can include a great
variety of assignments to include the strengths of all learners. Points would
thus be awarded for completing projects and, perhaps, for completing a short
test over what students learned in the projects.
PART IV (Other Assessments)
In reviewing your success in implementing you lesson,
consider the following aspects.
1. Teaching
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1.
Did I involve students in the
introduction (Story and Discussion)? If not, who was left out and why?
If so, can I make the introduction even better by adding graphics or
other media?
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2.
What did I learn from student
comments and do I know where the strengths are likely to lie in my
class/group/student?
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3.
Did I have enough variety in the
project and include lots of visuals in the activities?
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4.
Did I offer enough models for
observation before diving into activities?
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5.
How could I add more humor during
the session (if I haven't already).
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2. Learning
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1.
Were most students interested and
involved in the activities? If some were not, what could I do, if
anything, to get them to participate more?
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2.
Did the groups work well
together?
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3.
Did the activities/assessments
promote learning among linear and holistic students?
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4.
How did my students feel about
the lesson, according to what I can observe and hear?
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WATCH IT HAPPEN!
