VIRTUAL RESIDENCY III

Review of Merrill’s first principles was the first activity in the virtual residency. When we create instruction, we include activities for each one of these principles. Look for instances where these things are happening. Real-world problem – you don’t take people in space, but rather what’s going on in space? How well does instruction fit with all of these principles.

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Concreteness article was second. We need to help learners with abstract concepts. Example: counting: give kids things that can count (sticks, pencils of different colors and sizes—count out two, count out three; these are manipulatives). You’re taking abstract concepts and use manipulatives. Molecules: little kits, balls with halls in them, sticking them together. If an element can hold two elements, there were only two holes in them. Those concrete things (manipulatives) help understand rather abstract concepts. Hands-on, peer discovery. We design classroom to enhance transfer, linking new exploratory activities to familiar things. There are inductive and deductive methods.

Did I use it in my revised instruction? Not so much, because working with a vocabulary may require a different kind of manual. The textbook used does not visualize words, so it was harder to do it. At the same time. But there were links to familiar experiences, problem solving activities (in the short film discussions). Also, rules were given first! The appendix, for instance, was developed anew.

Readings for enhancing teaching and authenticity. Did I use it? Short-quizzes were used, interactive formats were endorsed, authentic problem, reflections were encouraged, critical thinking was mostly done with asking the question “why?” and “why not?” Work in pairs was the most common form of work, I refrained from doing groups of three in my instruction.

Advance organizers—a start that should be encouraging, help encoding, better or worse for different students. I don’t think I used them for this particular instructional unit that I was involved with, but it may be systematic. Advance organizers can present themselves in a plethora of ways. These can include anything from skimming the reading material to the use of graphic organizers: 1. Narrative, 2. Expository, 3. Skimming, 4. Graphic Organizers, 5. KWL Chart (know, want to know, learned). “Advance organizers are NOT (1) A review of what was covered in the previous class session, (2) A simple overview, (3) Recalling what was done last week or last year, (4) Telling the students about tomorrow, (5) Recalling a personal experience and relating it to what will be learned, (6) Stating the objectives of the lesson.”

Cassia’s storyboard: the use of colors, you had 50 minutes, now you have more time, more feedback, more practice, more time to think about what you’re doing in a restaurant—great when you’re a new person. Manuals added. Cameron mentioned the assessment.

What’s the simplest I can do to bring value?

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