Workshop Notes
· Three Categories of Objectives
o Knowledge or understandings
o Skills or abilities
o Values or Attitudes
· Give an example of a science objective that fits into each category
· We tend to prefer to teach knowledge objectives
o Easier
o It is what others expect schools to do
o It is often what principals and supervisors expect us to do
o It is easily measured and evaluated – therefore frequently tested
· Talk about need to teach skills and value objectives
· Tell story about self as a beginning teacher
o Too complicated – students not ready
o Too talky - No skills
o What attitudes
o Test results were good; learning of science was not good
· Readiness Principle – Students will only learn that which they are ready to learn
· Nature of a concept as an iceberg
· Danger of not teaching skills
o Tell story of Tanzanian biology teachers
Resource used for lesson:
Instructional Strategies Series, Saskatchewan Instructional Development and Research Unit, University of Regina, Regina, Saskatchewan, 1991.
Lesson Plan
Topic: Models of Instruction
Objectives:
At the end of the workshop the teacher participants will be able to:
1. Recognize that there are many models of instruction that can be used
2. Describe several instructional models
3. Plan a lesson using an Instructional Model that is different from ones they have used before
Product: Teacher participants will attend a work station at which they will complete a summary of one model of teaching. They will then “teach” other participants about that model. If there is sufficient time teacher participants will create a lesson plan using their new model.
Evaluation:
Teacher participants will exhibit their knowledge of one new teaching model when they teach their colleagues about that model and when they plan a lesson.
Motivation:
3-6-9 activity: What is a good science lesson?
Instruction:
| 1. | Ask people to list 5 things they would see in a good science lesson. | 2 min |
| 2. | Gather the participants into groups of 3. Have them choose a recorder and share their ideas to create a common list | 5 min |
| 3. | Move three groups together. Have them choose a recorder and spokesperson and develop another common list. | 5 min |
| 4. | Have the spokespersons share their lists | 5 min |
| 5. | Divide participants into “Expert” groups and assign each group to a different station. To do so, line them up in order of their birthdays and count off 1-2-3. | 5 min |
| 6. | At each station the Expert Group will develop a summary of the key ideas in a single teaching model. | 30 min |
| 7. | Divide the groups again. Make large groups with one person from each of the expert groups. | 3 min |
| 8. | Each expert takes time to teach each of the other participants in the group about the model which he learned. | 30 min |
| 9. | Ask participants to gather main points about each model and post them at front of room | 15 min |
| | TOTAL | 100 min |
| 10. | In whatever time is left, provide participants with time to create their own lesson plan using one of the new models. | |
* Consider revising this plan so that participants create a lesson plan in their Expert Groups, rather than creating a summary of the main points.
