Student Centered Lesson:

Grade Level: 3

Subject: Math(Probability and Statistics)

Students must learn to collect, organize, record and display data using pictographs and bar graphs. I would like for them to collect data and organzie data by taking a survey. They must decide on the topic and create their own survey sheet. They will then conduct their survey. They must then organize, record, analyze and display their data using a pictograph or bar graph. This lesson will take approximately three weeks.

Desing Challenge Two:

The Efficiency Model

A Learning Design

Top 10 Principles of the Efficiency Model

10. Learning should be efficient. 9. Break information into small pieces. 8. Present the information in sequential order. 7. Move on to the next step only if information is mastered. 6. If information is not mastered, reteach. 5. Well stated objectives state the terminal behavior to be displayed by the learner. 4. Books used as primary source of information. 3. "Do not attend to what students learn about learning. 2. Do not take account that students learn outside of the classroom. 1. Programmed Instruction.

Top 10 Challenges to the Efficiency Model

10. Subjects are not interconnected. 9. Book are the primary source of information. 8. Students are not prepared for real world problems. 7. Answers are not always found in books. 6. Multiple Intelligences- Not all students learn in the same way. 5. Learners construct their own understanding of the world they live in. 4. Meaningful learning takes place through reflection and resolution. 3. Learning must be meaningful to the learner. 2. Does not promote cooperative learning. 1. Assessment is based on how much is memorized and given back on a test.

Step One: Define a Learn Goal

Math Word Problem Solving

Step Two: State Objectives

Given a math word problem, the student will be able to demonstrate an understanding of the mathematical processes and tools used in problem solving by selecting or developing an appropriate problem solving plan or strategy.

Step Three: Sequence Instruction

1.Know the 4 basic math operations. 2.Know how to organize a math problem. 3.Know about the different types of problem solving plans or strategies. 4. Be able to carry out the plan or strategy.

Step Four: Determine Learning Success

Student will be able to answer 4 out of 5 problems correctly.

A Reflection and Critique of the Design

1. Need to provide students with meaningful problems. What kind of problems do they face in the real world? 2. Why is this important to them? 3. Demonstrate that there is more than one way to solve a problem. 4. Allow the students to work cooperatively on solving a problem.

Design Challenge Three

The FACTS Model of Design

Teachers as Designers: A Cinquain Poem

Teacher

facilitator, mentor

planning, building, caring

supports and enhances student learning

Educator

Teachers as Designers: A Diamente Poem

Teacher

educator, mentor

planning, building, guiding

facilitator, director, learner, apprentice

learning, analyzing, investigating

educated, scholar

Student

The FACTS Model: A Summary

The FACTS model views teachers as designers that designs opportunities for students to learn. The FACTS model has 5 key components-Foundations, Activities, Content(s), Tools and Systems of Assessment. All pieces are interrelated.

The F is for Foundations

Answers the question, "What set of foundations or habits of mind do I want my students to take from this learning experience?"

The A is for Activity

Activities should help students become competent with four areas of cognition: memory, information extending processes, information rearranging processess and metacognition. Students nned to become actively engaged in learning.

The C is for Content

"The 'something' of learning." Almost always dictated by curriculum and state standards.

The T is for Tools

The tools selected must be consistent and supportive of the intellectual challenges students face. Tools need to promote a different way of thinking about the problem. The tools used must facilitate learning.

The S is for Systems of Assessment

Assessment must be in different forms such as rubrics, portfolios, peer critiques, exhibitions, and tests. Teachers can combine assessments to allow for a wide range of student learning.