1. Goals for Class To learn about the interactive teaching model called presentation. To learn about components of a lesson: establish set, advance organizer, and closure

2. Rationale for Using Presentation (Figure 7.1)

3. Considerations 1. 1/6 to 1/4 of all classroom time is devoted to presentation. 2. Use of presentation increases with grade levels-from elementary to high school. 3. It’s a popular model among teachers. Reflect You’ve experienced 2300+ hours of lecture during 13 years of K-12 instruction. How do teachers make a presentation (lecture) effective?

4. Planning for Presentation 1. Prepare learning outcomes. 2. Choose content. Conceptual mapping Conceptual mapping Pre-assessing students’ prior knowledge Pre-assessing students’ prior knowledge 3. Select advance organizer. 4. Adapt presentation for differing student abilities. Use photographs, diagrams, illustrations. Use photographs, diagrams, illustrations. Use varying cues and examples. Use varying cues and examples. Be concrete. Be concrete. 5. Plan for materials, time and space.

5. Prepare Learning Outcomes The students will be able to classify a squid as cephalopod by explaining how they are similar and different from other cephalopods.

6. Instructional Sequence 1. Review, clarify aims and establish set. 2. Present advance organizer. 3. Present learning materials. 4. Monitor and check for understanding and strengthen student thinking.

7. Time TEACHER ACTION TIME Review, clarify aims and establish set. 2 min. Present advance organizer. 3 min. Present learning materials. 20 min. Monitor and check for understanding and strengthen student thinking. 10 min

8. Space Arrange furniture and area for presentation. Arrange furniture and area for presentation. Establish board space for posting visual aids. Establish board space for posting visual aids. Group students in pairs for “Turn and Talk.” Group students in pairs for “Turn and Talk.”

9. Arrangement of Furniture (Figure 7.7) Traditional Row and Column Helps focus students attention on teacher and presentation area Helps focus students attention on teacher and presentation area Supports individual learning Supports individual learning

10. Arrangement of Furniture Helps focus students attention on teacher and presentation area Helps focus students attention on teacher and presentation area Supports cooperative learning (Turn and Talk) Supports cooperative learning (Turn and Talk) U-Shaped or Horseshoe - Paired Seating

11. Aspects of Clear Presentations (Figure 7.10) Be clear about aims and points. Go through your presentation step by step. Be specific and provide several examples. Check for student understanding

12. Materials Visual Aids Visual Aids Handout for Note-Taking Handout for Note-Taking

13. Did you know the 90’s fad included “Inky” Beanie Baby, a Cephalopod? Is Inky a squid or an octopus? How would you know?

14. Cephalopods Types Number and Sizes Anatomy Predators and Prey Behaviors Location

15. Cephalopods For Note-Taking

16. Anatomy A cephalopod is a Pod = foot Cephalo = head Anatomy An animal. An invertebrate. A CEPHALOPOD! Video of Squid

17. Types Squid Octopus Cuttlefish Nautilus TypesAnatomy

18. Location In oceans around the world Deep in the ocean near the bottom Coral reefs TypesAnatomy Location

19. -What does the Greek word cephalopod mean? Check for understanding - 1 - List four types of cephalopods.

20. TypesAnatomy Location Number and Sizes There are more than 800 different kinds. Smallest: The pygmy squid is no larger than your fingernail. Largest: The colossal giant squid is larger than a city bus.

21. Behaviors Excellent vision Color Blind Defends itself by changing colors and ink cloud Moves with jet propulsion Grabs prey with arms and tentacles An octopus regenerates an arm if it loses it. TypesAnatomy Location Number and Sizes Behaviors Houdini Octopus

22. What behaviors do cephalopods use to defend themselves from predators or to capture their prey? Check for understanding - 2

23. Predators and Prey Predators sperm whales, sharks, barracuda, seals Prey fish, crabs, lobsters, clams, oysters, larvae of crabs and shrimp TypesAnatomy Location Number and Sizes Behaviors Predator and Prey Video of Octopus and Shark

24. Identify two predators and two prey of cephalopods. Check for understanding - 3

25. If you saw these animals while scuba diving, how would you know they were cephalopods? Extend student thinking

26. “3-2-1” 3 things you learned today. 2 things you would like to know more about cephalopods. 1 thing about what or how you’re learning “3-2-1” 3 things you learned today. 2 things you would like to know more about cephalopods. 1 thing about what or how you’re learning

27. Closure Teacher’s closing statements and questions. Teacher’s closing statements and questions. Causes students to summarize the new knowledge. Causes students to summarize the new knowledge. Purpose: Purpose: Focuses attention to the end of the lesson Focuses attention to the end of the lesson Organizes students’ learning Organizes students’ learning Scaffolds - bridges knowledge learned during the lesson to prior knowledge Scaffolds - bridges knowledge learned during the lesson to prior knowledge Reinforces knowledge that was learned Reinforces knowledge that was learned

28. -What is a cephalopod? - This is how my thinking has changed about squid and other cephalopods. - What would you like to know more about? Extend student thinking What a Teacher Says: Today, you learned about a group of animals that are invertebrates and classified as cephalopods. Now, Turn and Talk. What is a cephalopod? How has your knowledge changed? What would you like to know more about?

29. Advance Organizer ( see Arends p. 267-270) Teacher’s introductory statements and questions. Teacher’s introductory statements and questions. Different from establish set and review Different from establish set and review Purpose: Purpose: focuses attention on topic at hand and informs students where the lesson is going focuses attention on topic at hand and informs students where the lesson is going Scaffolds: Bridges prior knowledge to knowledge to be learned Scaffolds: Bridges prior knowledge to knowledge to be learned Provides structure for knowledge to be learned Provides structure for knowledge to be learned

30. Cephalopods Types Number and Sizes Anatomy Predators and Prey Behaviors Location What a Teacher Would Say: In a few minutes, I will present information about Cephalopods. Scientists classify squids as an animal and an invertebrate. Squids are a type of of invertebrate called a Cephalopods. You will learn about the topics in the above conceptual mapping. I want you to take notes as I speak.

31. Establish Set ( see Arends p. 267) Teacher’s introductory statements to get students ready for and engage in learning Teacher’s introductory statements to get students ready for and engage in learning Different from other ways of introducing a lesson (review, advance organizers) Different from other ways of introducing a lesson (review, advance organizers) Purpose: Purpose: Scaffolds: gets students to use prior knowledge and skills from long-term memory Scaffolds: gets students to use prior knowledge and skills from long-term memory Communicates a link to the knowledge to be presented. Communicates a link to the knowledge to be presented. Stimulates interests and involvement Stimulates interests and involvement Teacher uses cues such as questions or visual images. Teacher uses cues such as questions or visual images.

32. The 90’s fad included “Inky” Beanie Baby is a Cephalopod. What a Teacher Would Say: During our two classes, we learned about the parts of a squid. Today you will learn that scientists classify a squid as a cephalopod. Did you recognize this Beanie Baby? Inky is a cephalopod. Is Inky a squid or an octopus? How would you know?