1. Goals for Class #8
To learn about the interactive teaching model called presentation.
To improve unit plans and storylines
To learn about the ELED program
(Dr. Owen)

2. Using the marker, take turns adding ideas for MITI student “Products.”
Cooking
Arts and Crafts
Design -
Models
Games and Toys
Performing
Writing and Media
Design lessons with activities that tap students’ strengths(multiple intelligences)
and cause them to communication using different modes of communication.

3. Brainstorm Student “Products”
Cooking
Make granola
Arts and Crafts
Design -
Models
Games and Toys
Performing
Writing and Media
Design a paper airplane
Clay sculpture
Make a crossword puzzle
Photo Album with Captions
Make diorama
Perform a Skit
Sing a Song
Write a Poem
Make a Pop-Up Book
Make a board game
Create a Comic Strip
Design lessons with activities that tap students’ strengths(multiple intelligences)
and cause them to communication using different modes of communication.

4. Unit Planning Challenges
Choose Content and Skills.
Distinguishing between ideas and activities
What’s a smaller idea?
What’s a larger idea?
Align with Performance Standards.
RI Grade Span Expectations

5. Choosing Knowledge Declarative Knowledge --- Knowing WHAT
Factual Knowledge
smaller ideas
observable facts, concepts
Conceptual Knowledge
larger ideas
interrelationship of smaller ideas
Rules, principles, generalizations
Procedural Knowledge --- Knowing HOW
how to do something
academic - thinking skills
skills required for independent living

6. Unit Planning Choosing Content
Big Ideas (Enduring Knowledge)
Small Ideas (Conceptual Knowledge)
Smaller Ideas
(Factual Knowledge)

8. Choosing Procedural Knowledge
Overall Skill
(larger idea)
How to make a squid print
Sub skills
(smaller ideas)
Lay out squid and fan arms and tentacles.
Apply paint.
Gently remove paper.

9. Instructional Objectives Definition
Statements that describe the student changes that should result from instruction
A component of unit and lesson plans
Also known as Goals, Learning Objective , Learning Outcomes

10. Instructional Objectives Using Bloom’s Taxonomy
Objective (Declarative Knowledge)
The students will learn to [verb for cognitive process] [noun for factual and conceptual knowledge] . . .
Objective 1: Is able to remember…
Objective 2: Is able to classify…
Objective 3: Is able to compare…
Objective (Procedural Knowledge)
The students will be able to [verb for cognitive process] [noun for procedural knowledge] …

11. Example of Using Bloom’s Taxonomy
Objective (Declarative Knowledge)
The student will understand that squids are living things with identifiable structures and characteristics that allow for survival.
Sub Objective 1: Is able to remember several structures of the squid that help the squid to survive.
Sub Objective 2: Is able to classify a squid as an animal, invertebrate, and cephalopod.
Sub Objective 3: Is able to compare a squid with an nautilus and cuttlefish.

12. Example of Using Bloom’s Taxonomy
Objective (Procedural Knowledge)
The student will be able to apply a step-by-step procedure and make a squid print.
Sub Objective 1: Is able to make a clean print with few
smudges and unmarked areas.
Sub Objective 2: Is able to recognize external
structures.
Sub Objective 3: Is able to work safely and cleanly.

13. Review: Inquiry and PBL
What’s the purpose of the model of teaching called inquiry?
What do you need to plan before you teach using this model?
What are the steps in the instructional sequence?
What are special features of inquiry model?
Is the inquiry model of teaching teacher centered or student-centered? Explain the reasons.

14. Purpose (Figure 7.1)

15. Considerations
1/6 to 1/4 of all classroom time is devoted to presentation.
Use of presentation increases with grade levels-from elementary to high school.
It’s a popular model among teachers.
TURN AND TALK
You’ve experienced hours of lecture during 13 years of K-12 instruction.
What makes a presentation (lecture) effective?

16. Planning Prepare instructional objectives. Choose content.
Conceptual Mapping
Pre-assessing students’ prior knowledge
Select advance organizer.
Adapt presentation for differing student abilities.
Use photographs, diagrams, illustrations.
Use varying cues and examples.
Be concrete.
Plan for materials, time and space.

17. Prepare Instructional Objectives
Learners will be able to understand that a squid is classified as cephalopod and related to an octopus, cuttlefish and nautilus.

18. Instructional Sequence
Review, clarify aims and establish set.
Present advance organizer.
Present learning materials.
Monitor and check for understanding and strengthen student thinking.

19. 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

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

21. Arrangement of Furniture (Figure 7.6)
Traditional Row and Column
Helps focus students attention on teacher and presentation area
Supports individual learning

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

23. Aspects of Clear Presentations (Figure 7.9)
Be clear about aims and points.
Go through your presentation step by step.
Be specific and provide several examples.
Check for student understanding

24. Materials
Visual Aids
Handout for Note-Taking

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

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

27. Cephalopods
For Note-Taking

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

29. Types
Squid
Octopus
Cuttlefish
Nautilus
Types
Anatomy

30. Location In oceans around the world Deep in the ocean near the bottom
Coral reefs
Location
Types
Anatomy

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

32. 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.
Number and Sizes
Location
Types
Anatomy

33. 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.
Video of a Cuttlefish
Video of Squid
Number and Sizes
Location
Houdini Octopus
Types
Anatomy
Behaviors

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

35. Predators and Prey Predators sperm whales, sharks, barracuda, seals
fish, crabs, lobsters, clams, oysters. larvae of crabs and shrimp
Video of Octopus and Shark
Feeding a Giant Octopus
Number and Sizes
Predator and Prey
Location
Types
Anatomy
Behaviors

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

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

38. “3-2-1” 3 things you learned today. 2 things you would like to know
“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

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

40. Example Extend student thinking
What is a cephalopod? - This is how my thinking has changed about squid and other cephalopods. - What would you like to know more about?
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?

41. Advance Organizer (see Arends p. 269)
Teacher’s introductory statements and questions.
Different from establish set and review
Purpose:
focuses attention on topic at hand and informs students where the lesson is going
Scaffolds: Bridges prior knowledge to knowledge to be learned
Provides structure for knowledge to be learned

42. What a Teacher Would Say:
Example
Cephalopods
Number and Sizes
Predators and Prey
Location
Types
Anatomy
Behaviors
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.

43. Establish Set (see Arends p. 272)
Teacher’s introductory statements to get students ready for and engage in learning
Different from other ways of introducing a lesson (review, advance organizers)
Purpose:
Scaffolds: gets students to use prior knowledge and skills from long-term memory
Communicates a link to the knowledge to be presented.
Stimulates interests and involvement
Teahcher uses cues such as questions or visual images.

44. The 90’s fad included “Inky” Beanie Baby is a Cephalopod.
Example
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?