From the Desk of:
Whitney Kilgore
Design Challenge Two EDTC 6341 - The Efficiency Model
The Efficiency Model - A Learning Design
Top 10 Principles of the Efficiency Model
10. common sense 9. standard instructions and schedules 8. fair dealing/discipline 7. high ideals 6. competent advisors 5. adequate equipment to acheive objectives 4. organization capable of attaining the goals/objectives 3. excellent planning 2. definite and clear goals/objectives 1. strong executive who could achieve goals/objectives
Top 10 Challenges to the Efficiency Model
10.Teaching to the test 9. Individual students needs are not met 8. Limited technology available in classroom or on campus 7. Lack of collaboration/communication with other educators 6. Lack of discipline 5. Administrative support in the model lacking 4. Need to teach higher order thinking skills - teaching rote/knowledge level 3. Content areas taught in isolation 2. Time constraints 1. Lack of appropriate assessment tool
Step One: Define a Learn Goal
The students will draw and label the parts of the plant.
Step Two: State Objectives
The students will create a picture that includes the parts of the plant and labels the parts appropriately. -Science TEKS 1.6B
Step Three: Sequence Instruction
1. Read aloud "From Seed to Plant" by Gail Gibbons.
2. Take each student outside with paper and pencil to draw a plant that they find.
3. Give each student a seed, a cup and some dirt.
4. Allow each student to plant their seed and place in the window.
5. As the seeds grow use the vocabulary (seed, roots, stem, leaf) in all tasks for the unit.
6. Students will create and label a picture of a plant prior to going to the computer lab.
7. Students will have 2 computer sessions to learn how to utilize the tools in kid pix with the computer lab teacher.
8. Classroom teacher escorts class to computer lab to allow students time to create their plant slide and label it. Students will bring their completed plant drawing with them.
Step Four: Determine Learning Success
There are two opportunities for determining learning success. Students create and label a plant on paper. If this activity is not completed successfully, students will be given additional time to review the parts of the plant and correct this prior to entering the computer lab. The students who require an extention to this lesson can review the parts of the flower and add to their drawing.
A Reflection and Critique of the Design
The strengths of this design are that it is a very student centered utilizing the constructivist approach to teaching the subject. This is achieved through introducing the topic and then sending them out into the world as scientists to discover the world around them. Locating plants, discussing them with their peers and then drawing their plant. In addition, having each student grow their own plant individualizes the experience and allows the students to watch the entire process from seed to plant. This helps them to better understand the structure of the plant as it grows, and creates opportunities for observation.
This lesson incorporates several of the multiple intelligences: Linguistic intelligence ("word smart"),Spatial intelligence ("picture smart"), Intrapersonal intelligence ("self smart"), Naturalist intelligence ("nature smart")
The limitations of my design would be timing (amount of time, absences, pull out services/events).
Comments (0)
You don't have permission to comment on this page.