Implementing and Evaluating a Sequence of Science Lessons - Assignment Example

An Investigative Report - Implementing and evaluating a sequence of science lessons An Investigative Report - Implementing and evaluating a sequence of science lessons BY [Name of the organization] [Author’s name] [Date of fulfillment] Acknowledgments Abstract This is a report that is all about the pedagogical process of making children learn different unique things on the basis of their preconceived ideas. Through four lessons the attempt has been taken to make it a proper comprehensive means of the learning system. There is also an effort for the purpose of making the learning process authentic and scientifically proven. Table of Contents cover page title page acknowledgement abstract executive summary the report Conclusion references Recommendations Executive Summary There is a clear declaration made through this paper regarding the learning process among primary school students. The topic is about ‘Drawing of a jet airplane flying directly at the viewer. It is just over the arc of the earth.’ In this report I have made a study over the ‘Constructivist approach to learning’ and tried to find out the pedagogical proceeding for the same. The target of my paper is to declare a scientific process in the process of gaining a conception over the preconceived schema. the report An Investigative Report Constructivist approach to learning The structure of this learning methodology if constructivist teaching. The techniques as have been adopted are based on the constructivist learning theory. This is done with the comprehensive theoretical framework of cognitivism. This is a particular framework which declares that learning should build upon knowledge that a student already knows. This is the attempt of this particular exercise. Children know the structure of Jet Airplane and in the task they need to think of it from a particular angle. Not only that they must express it through the given positioning. The understanding of the special given position is always on the basis of schema that is the prior understanding of the object structure. As per the approach led by the constructivists, ‘learning is more effective in a phase when a student is actively engaged in the construction of knowledge rather than passively receiving it.’ - Jo Handelsman, Barbara Houser, and Helaine Kriegel, 2006 Lesson sequence Under the speculative instructions led by constructivist teaching style, there is exactly no need of individual lesson plans. There are many specific objectives and all sorts of timelines that may be included in the unit plan. However on the contrary lesson plans are more fluid as they make a student understand and provide all the needs and learning styles As the initiatives been taken through the resources for the learning purpose in Science, the teachers must draw on to all modern proceedings in order to improve the quality of the science learning of their students. There is the need of a perfect interpretation of a number of the exciting ideas and teaching strategies for the purpose. 'Peter J. Fensham discovers that novel and innovative ideas can be the grounding for the purpose of learning science. Each teaching procedure must get highlighted for the purpose of effective teaching. The results must be very much exciting and satisfactory both on teacher’s and the students’ part. Target topic The selection of this particular topic is for the purpose of making the children go through the process of selection-------» perception -------» cognition -------» conception The idea is to bring in the schema of the Jet Airplane straight in front of them through a picturesque positioning that needs to be identified first and then conceptualise. The idea is to increase in the standardised and comprehensive learning and the ability to make a presentation of the same. Victorian Essential Learning Standards As per the standardisation of VELS, this particular section of learning process is going to come in the primary school students. Daniel Lee Kleinman, Karen A. Cloud-Hansen, Christina Matta, and Jo Handelsman, (2007) declares that at this particular age, children are very innovative and have the capacity to mould their ideas in all possible way. This simple task is the right choice in making this comprehensive capacity the asset of the child. Challenges faced by students The challenges that the students will be facing in the process are all related to their recreating the image that was schema in them and to give it a perfect required format. They will initially struggle between the preconceived image and will try to take out the similarities as has been demanded in the task. The video clips or the pictures presented will help them to follow the structure. Pedagogical Approach Pedagogy is the teaching strategies on the basis of instruction. The instructor must have the philosophical appeal to the inner thought of the student to make him a part of the whole learning process. The teaching process must have the correlation with relevant strategies in order to govern the psychology of the student. For Jo Handelsman, Diane Ebert-May, Robert Beichner, Peter Bruns, Amy Chang, Robert DeHaan, Jim Gentile, Sarah Lauffer, James Stewart, Shirley M. Tilghman, and William B. Wood, the process as has been adopted here is thoroughly on the basis of scientific teaching (2004, pp. 521-522). It is a pedagogical approach that has been used for the understanding of angle specifications for a science classroom of primary school students. The attempt as has been forwarded here is teaching and learning with the same rigor as science as a subject in itself is. There are all kinds of perspectives touch in making this a simple task. Through this learning process the student • gets very actively involved in the drawing process • under a indiscriminate democratic environment he enjoys the freedom of structuring his idea. • as the structure of this lesson plan is also group centric it lays emphasis for the activities that are interactive and student-cantered. • the teacher is well generate to arrange and facilitate the process of learning As declared in 2004 Policy Forum in Science magazine, "scientific teaching involves active learning strategies to engage students in the process of science and teaching methods that have been systematically tested and shown to reach diverse students." The 2007 volume Scientific Teaching on the other hand discusses three major forms of scientific teaching. These are a. active learning: Active learning is a process in which students are actively engaged in learning. It has got the provision for inquiry-based learning, along with cooperative learning, and with contrary provision for student-cantered learning. b. assessment: The process of assessment is used as the structure that acts as tools for measuring progress toward and achievement of the learning goals and here it is to give schema a new turn. c. diversity: Through the process of diversity the student learns unique means of learning. It is through diversity that everything in the classroom, including students, instructors, content, teaching methods, and the context are all collaborate together to make the process of learning more comprehensive. Four Lesson Plans Topic- About Human Body grade or level TARGETED- “It is targeted for grade 8, but could work for grades 7 to 9.” indicators Check in with VELS – For Science Standards at levels are 3, 4, 5 and 6 Dynamic Dimensions are: a. Science knowledge and understanding b. Science at work Identification of the science concepts - to identify the parts of Human Body. activities – To detect and to pronounce the words for clear understanding. This will make them acquainted with the whole parts of their body. various teaching approaches – the activitiesa re all related topractical understanding of the body. This includes the counting of the heart beat to the collection of pictures of each individual body parts. students' ASSESSMENT – the means to make then learn is through games and excitement. They realise their body as well as others. Distributing children, either in groups or individual and provide them with all equipments for the process. Board, paper, pencil colors etc. must be made available. Tell them to make a selection from the visual presentation and draw it in the paper provided. Completion of four lesson plans- Make an assessment of every single paper and mark them at a scale of 1 to 10 with elaborate comments and remarks. Make it a point to elaborate each point to each individual as you return the paper to them. This helps them in grasping their fault and in making necessary corrections. PLANNER FOR CLASS 2 EVS S. No. Chapter Days Activity Day 1 About me (1 week) Give the blind person or a deaf and dumb person perception. Discuss the experiences. Making of the height chart of the class in the scrap book. Introduce chapter by discussing about their body orally. Start discussion about the teacher. Each child need to talk about himself and his family members. 1 Reading and explaining the Text book & all related exercise 2 and 3 Reading and explaning Workbook & exercise 4, 5, 6 and 7 2 Understanding of how the body works for 2 weeks Revising the sense organs before the lesson. Providing examples to explain the internal organs, Linking of the movement of lungs. Feeling the experience through placing hand on chest. Ask questions related to eating process. Use of charts and pictures for internal body organs 1 Activity: Activities to be done with the children - i. Touching and counting of heart beats ii. Feeling the movement of lungs while breathing iii. Identifying the difference in the heart beats various conditions like sitting running etc. Explanation, text book reading, spelling exercises 2 and 3 Explaining the workbook and writing and correction of it 4, 5, 6 and 7 3 To understand why body needs food for 2 weeks Start the lesson and make inspections about When they eat? When they feel hungry? Kinds of food they take? List of raw and cooked food What happens when they skip a meal? Why to eat? What will happen if we are hungry for 2 , 3 days? Let the children think and share about it in the class. On the basis of this discussion Make them understand the value of well-balanced diet and not junk food; and the value of consuming of plenty of clean water. Teaching about the four categories of food. Also the help that they can have from each categories. 1 and 2 Activity : To think about different names of food they take. Make a list of it Explain the importance of balanced diet and each good and bad effects of junk food. Small experiment : Experiment with the collection of foot prints to understand importance of clean food and dirty food. Scrap book : Collection of pictures of different categories of food in a white notebook is important. Let them make their own scrap-book. Mention how each category of food helps in the building of the body. Text book exercises, reading, explanation, spelling exercise like those of dictation & correction Poem recitation with enactment 3, 4 and 5 Thorough workbook explanation, tasks related to writing, correction 6, 7, 8 and 9 Revision Task : Unit – 1, 2 and 3 1 week source http://www.curriki.org/xwiki/bin/view/Coll_vidya/AbouttheBodyLessonPlan References Jo Handelsman, Barbara Houser, and Helaine Kriegel, Biology Brought to Life: A Guide to Teaching Students to Think Like Scientists, McGraw-Hill Higher Education. ISBN: 0-697-35594-2 Daniel Lee Kleinman, Karen A. Cloud-Hansen, Christina Matta, and Jo Handelsman, (2007) Controversies In Science And Technology: From Climate to Chromosomes (Science and Technology in Society), Mary Ann Liebert, Inc. ISBN: 978-0-913113-42-4 Jo Handelsman, Diane Ebert-May, Robert Beichner, Peter Bruns, Amy Chang, Robert DeHaan, Jim Gentile, Sarah Lauffer, James Stewart, Shirley M. Tilghman, and William B. Wood (2004, pp. 521-522) "Scientific Teaching" Science 304 (5670, 23 April),. Jo Handelsman, Sarah Miller, and Christine Pfund (2007). Scientific Teaching. Madison, WI; Englewood, CO; and New York: The Wisconsin Program for Scientific Teaching, Roberts & Company, and W.H. Freeman. Recommendations Kirschner, P. A., Sweller, J., and Clark, R. E. (2006). "Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching". Educational Psychologist 41 (2) Mayer, R. (2004). "Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction". American Psychologist 59 (1) Zhu, X., & Simon, H.A. (1987). "Learning mathematics from examples and by doing". Cognition and Instruction 4 (3) Read More