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Chapter 5 Exercises

Terms in this set (15)

An important component of instructional planning is defining learning outcomes. Identify the learning outcomes in this lesson. What does the teacher want students to know and be able to do by the end of this lesson?
By the end of the lesson, the teacher wants the students to understand the impact of geography on the war, war-related vocabulary, and the dynamics of the war. She also wants them to formulate questions as they go through the lesson.
Another component of instructional planning is learning activities. Describe the learning activities in this lesson.
The teacher presents information in a lecture format, using a map to demonstrate concepts to students. She asks questions of students as she goes through the information, checking for understanding. She uses a word association activity (Abraham Lincoln), soliciting student responses. The students then do some brainstorming in relation to the actions of the South in the war.
The third component of instructional planning is assessment. Describe the assessment in this lesson. How does the teacher check for student understanding? Do you see both formal and informal assessment?
Informally, the teacher checks for student understanding by asking questions and soliciting feedback, redirecting as needed. Formally, the assessment in this activity requires students to develop an essay about the war as students understand it, using all of the vocabulary words in proper sequential order.
We know that instructional planning is an essential component of effective teaching. Does this teacher effectively plan cohesive instruction?
Yes, the teacher appropriately plans cohesive instruction. The selected activities lead to the attainment of the learning outcomes, and the assessment evaluates to what extent students have mastered the content. Outcomes, activities, and assessments in this lesson are aligned.
Consider the sequence of the curriculum. Which lesson came first?
The worksheet presented second was likely completed first. Understanding the tens-units construction of two-digit numbers is necessary before students can master adding two 2-digit numbers; the idea of "carrying the one" relies on this basic understanding.
Write objectives for the two lessons and identify the cognitive processes underlying each of your objectives.
Many different objectives are possible here, and the wording can vary as well. For the first assignment, some possible objectives are "Students should understand the concept of place value for two-digit numbers" (phrased in cognitive terms) or "Students will be able to draw the appropriate number of blocks to represent place value for each digit in a two-digit number" (phrased in behavioral terms). Some other possible objectives include "Students will be able to relate two-digit numbers to the quantities they represent" or "Identify the place value of a digit in a number" or "Identify tens and ones to 99." All these objectives would likely be considered at the "understanding" level of Bloom's taxonomy.

For the second assignment, the objective might be, "Add two numbers through 99 with regrouping," "Develop and use strategies for addition of multi-digit whole numbers," "Add two 2-digit numbers" or something similar. This assignment requires students to apply knowledge (i.e., the "application" level of Bloom's taxonomy).
Standards are statements that reflect what students should know and be able to do within a specific content area or at a particular grade level. Using the artifact for support, describe the purpose of this assignment as it relates to what the student should know and be able to do.
The purpose of the assignment is to identify and describe specific parts of a pig's body upon completion of a dissection activity.
The National Science Teachers Association is a professional organization that publishes national standards for the science content area. One of the standards for fourth-grade students states:"As a result of activities in grades K−4, all students should develop understanding of:
-The characteristics of organisms
-Life cycles of organisms
-Organisms and environments"
Does the lesson in the artifact meet this standard? Defend your answer.
The lesson in this artifact represents a dissection activity completed by fourth-grade students. The activity does seem to meet the standard, as students are introduced to characteristics of organisms through the assignment. The student identifies a number of systems in the pig as part of the journal activity.
Teachers use standards to develop goals and objectives for units, to evaluate their teaching, and to develop ideas for activities and instruction. Think about the purposes of the activity in this artifact. Why did the teacher choose this activity? How might standards have affected the decisions this teacher made in relation to the activity?
The activity has a specific goal/objective. The journal entry reflects an assessment measure that can be used to evaluate teaching. The teacher utilizes a number of activities that are referenced in the journal (such as collaboration and dissection).
"Provide activities to introduce students to the events leading to the Civil War."
The objective focuses more on what the teacher will do, not on what students will do. Effective objectives are expressed in terms of student behavior and knowledge. A better objective could be: "[Students will be able to:] Identify events leading to the Civil War." Specific behavioral objectives could also be included: "Describe the key issue of dispute between the Union and the Confederacy." or "Explain why the Confederate states seceded from the Union."
"Have opportunities to practice multiplication skills in real-world settings."
This objective is not effective because no final outcome is identified. Effective objectives reflect what students should know or acquire. A better objective might be: "Correctly apply multiplication skills in real-world settings."
"Correctly define at least 90% of the words on the district's spelling list for fourth graders."
This is an effective behavioral objective, because it states the behavioral outcomes of instruction. However, many teachers and researchers recommend more general cognitive objectives, such as "Demonstrate knowledge of accurate spelling of grade-level vocabulary." Behavioral examples to follow this objective could include the original statement here, as well as statements such as "Identify misspelled words in peer-written stories" or other age-appropriate behaviors.
"Know how to use the library for research purposes; for example:
-Locate books related to a particular topic."
-Find articles about current events in newspapers and news magazines."
-Use computer databases to find books or articles written by a particular author."
Leaders today recommend that students' cognitive processes be used in stating objectives. This effective objective begins with an action verb focused on students' cognition and is illustrated with examples of observable behaviors that reflect the critical skills.
Given your observations of Haydee and her students, describe at least two ways in which she integrates material from different disciplines into her lesson.
The creative writing exercise requires students to incorporate Spanish words (language arts) into "an adventure" (social studies) narrative. The use of Mexican music while students create their narratives helps to establish a cultural context, as do the images displayed in the classroom. Note that students are encouraged to write the Spanish words as well as to pronounce them correctly.
How would you describe the kinds of thinking students were required to use in Haydee's writing assignment?
This activity requires higher-level, creative thinking because students need to develop their own "adventure" rather than simply repeat the story they heard, and to some extent use analogical reasoning to present a story that is similar in some respects to the original. They are also required to show basic recall (a lower-level process) in their use of the Spanish color and number words, but they must apply them correctly (note that applying is higher in Bloom's taxonomy than remembering or understanding).
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