This is Lori Martinez' page.
The Efficiency Model
A Learning Design
Top 10 Principles of the Efficiency Model
1. Determining learning goals 2. State learning objectives 3. Sequence of instruction 4. Teacher Center 5. Determine learning success 6. Closure 7. Implementation 8. Time Restraint 9. Standardize testing 10. Re-teach refinement
Top 10 Challenges to the Efficiency Model
1. Individual learning 2. Limited Environment 3. Time constraints 4. Student Centered 5. Textbook facts 6. Lack of Appropriate assessment 7. Student need are not being met 8. Limited technology in the classroom (hardware and software) 9. Content areas in isolation 10. Lack of collaboration among students and teachers
Step One: Define a Learn Goal
Students will create and identify the life cycle of a butterfly though a Power point presentation.
Step Two: State Objectives
Students will view a tutorial on power point Students will identify each stage of a butterfly. Students will also describe each stage Egg, caterpillar, chrysalis, and butterfly.
Step Three: Sequence Instruction
1. Read and discuss Caterpillar to Butterflies by Greg Legg. 2. Observe caterpillars and butterflies in class.3.Begin cooperative groups to gather information for their slideshow. 4. Each group member is responsible for a different stage of the life cycle. 5. Present their slideshow
Step Four: Determine Learning Success
Assessment of the slide show will be done in 3 components: 1. Did the slideshow show the correct stages in the life cycle of a butterfly? 2. Did the slideshow show the correct sequence in the life cycle? 3. Did the slideshow show accurate scientific illustration and vocabulary?
A Reflection and Critique of the Design
The Strength in my design is that students are engaged with technology and are applying this technology in different subject areas. Students are learning how to use technology but at the same time is learning science or any content area. The limitation my design would have is limited computer skills among students and limited computers in the classroom.
Design Challenges #3
The FACTS Model of Design
Teachers as Designers: A Cinquain Poem
A Teacher: Truthful, Encouraging, Assurance, Caring, Helpful, Effortless, Responsible
Teachers as Designers: A Diamente Poem
Designer: Destinctive,Creative, Artistic, Passionate, Inspiring, Motivated
The FACTS Model: A Summary
The FACT mode is for the Foundation of learning that students must learn. Activities that students are actively engaged. Content ideas and concepts connecting student learning. Tools to enhance learning. System of assessment evaluate overall learning.
The F is for Foundations
What students need to learn. What do students need to make it through the world. The Basics of what students need to learn.
The A is for Activity
Students become actively engaged in the learning process. Students must explore in order to learn.
The C is for Content
The something of learning of student's interest. This something must be meanful. The something through the efficiency model are the objectives we teach.
The T is for Tools
The tools that support learning of our students in creative ways. Books, videos,current technology (hardware and software)
The S is for Systems of Assessment
Educators must make wise choices when assessing students. Portfoios and rubrics give the educator opportunity to assess students in problem-solving abilities.
Version II
Subject: Science
Grade Level: 5th grade
Link to my lesson on powerpoint
Renewable energy
Brainstorming for this project:
This project got me to think about our world and the use of energy. In the early 1970’s, it was predicted that we would run out of natural gas by the late 1980’s! In the 1950’s, utilities predicted California would need a nuclear power plant every 10 miles along their coastline to meet their electrical energy needs. It is important to know whether a prediction assumes a constant rate of use or a changing rate. It is also important to know whether a rate assumes that more resources will be found or it assumes use of only known reserves. It is also important to consider if foreign resources are included.
The point of this activity is not so much to show the actual numbers, but rather that nonrenewable resources will be depleted and that conservation (reduction of use/waste) together with the development of renewable resources can extend the availability of nonrenewables. It may help you to check the definitions of renewable and nonrenewable in the glossary.
Foundations
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Symbols - Students will be introduced to symbols on an electric bill. Students will need to know the signification for each symbol in order to know amount of energy used for a specific time period. Students will also need to indentify symbols for simply ways to use energy wisely.
Discourse Forms - Students will need to research internet for information on renewable energy and the affects on the environment.
Cognitive Processes - Students will develop an understanding of renewable energy and the affects on the environment.
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Problem-Solving:
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Introduce students to the idea of new ways of generating energy that can help our planet become environmentally healthy. As an Environmentalist, it is your job to familiarize yourselves with what it means to use renewable energy. Students will need to inform the community about this important topic in hopes to develop awareness on the affects on the environment.
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Knowledge:
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Disciplinary Structure - Internet, current issues, software (presentation, and multimedia) presenter, also what they know about renewable energy and sustainability.
Disciplinary processes - Communicating, collecting data, analyzing, data, interpreting information and gaining knowledgeable.
Disciplinary discourse - Research, deductive reasoning, and analytical reasoning
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Using Information:
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Searching for Information: Student will use the internet to gather information on how to reduce energy cost. Students will also gather information on the amount of energy used in the school district. Students will get information on energy bills from appropriate school officials. Students will use Google search engine for information as needed.
Sorting and Judging information: Students will sort energy cost among the school district for highest to lowest. Students will interview energy personnel on energy conservation. Students will use this information to prepare for their school campaign.
Creating and Communicating: Students will create a graph illustration based on the information gathered. Students will also develop a campaign among schools promoting lowering the energy cost within the school district.
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Activities
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Authentic Activities:
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A.1 Students will define what an Enviromentalist and the role they play in the enviroment?
A.2 Students will research renewable energy. What it is?
A.3 Students will work in groups to come up with ways to conserve energy.
A.4 Students will visit a local power plant to observe the sources of electricity generation in their community.
A.5 Students will work in groups to conduct a presentation on an energy conservation campaign among the school
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Background Building Activities:
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B.1 Students will research how we use energy.
B.2 Student will discribe how the sun contributes and affects our life.
B.3 Students will complete a vocabulary word search.
B.4 Student will research renewable and non-renewable energy on the internet through Kids Saving Energy.
B.5 Students will familiarize themselves with simple ways to use energy wisely. (Symbols)
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Constructing Activities:
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C.1 Students will create a campaign among a neighboring school to lower the usage of energy cost.
C.2 Students will make a solar cell
C.2 Students will develop a PowerPoint presentation about their awareness in energy conservation
C.3 Students will write a personal reflective paper on how energy is used in their everyday life and how to be more efficient.
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Sharing Activities:
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S.1 Students will present to the school board the amount of used energy before and after the campaign and steps to lower energy usage.
S.2 Students will send a newsletter informing the community about renewable energy and how to conserve energy at home.
S.3 Students will submit their reflection paper to the teacher.
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Contents
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Contents:
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(5.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (D) evaluate the impact of research on scientific thought, society, and the environment; and (5.8) Science concepts. The student knows that energy occurs in many forms. The student is expected to: (A) differentiate among forms of energy including light, heat, electrical, and solar energy;
(5.24) Science, technology, and society. The student understands the impact of science and technology on life in the United States. The student is expected to: (B) identify how scientific discoveries and technological innovations such as the transcontinental railroad, the discovery of oil, and the rapid growth of technology industries have advanced the economic development of the United States; (C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States; (D) analyze environmental changes brought about by scientific discoveries and technological innovations such as air conditioning and fertilizers; and (E) predict how future scientific discoveries and technological innovations could affect life in the United States.
(5.27) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
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Tools
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Tools:
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Desktop publisher, multimedia/presentation power point, photo story, internet, graphic program, LCD projector, word processor.
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Systems of Assessment
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Assessments:
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A multimedia presentation will be the final project. The students will present to the school board on how they lowered the energy cost of the school. A rubric system will be used at the with the final presentation
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Fact Design 4-5 Original Model
Subject: Science
Grade: 5th grade
Foundations
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Problem-Solving:
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Introduce students to the idea that news ways of generating energy can help our planet become environmentally healthy. As an Environmentalist, it is your job to familiarize them with what is renewable energy and inform the community about this important topic.
|
|
Knowledge:
|
Disciplinary Structure- Internet, current issues, software (presentation, and multimedia) presenter, also what they know about renewable energy and sustainability.
Disciplinary processes- Communicating, collecting data, analyzing, data, interpreting information and gaining knowledgeable.
Disciplinary discourse- Research, deductive reasoning, and analytical reasoning
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Activities
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Authentic Activities:
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A.1 Students will work in groups to conduct presentation and newsletter.
A.2 Students will research renewable energy. What it is?
A.3 Students will visit a local power plant to observe the sources of electricity generation in their community.
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Background Building Activities:
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B.1 Students need to have some knowledge on how we use energy.
B.2 Student will need to know how the sun contributes and affects our life.
B.3 Students will need to complete a vocabulary word search.
B.4 Student will research renewable and non-renewable energy.
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Constructing Activities:
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C.1 Students will create a newsletter.
C.2 Students will develop a PowerPoint presentation.
C.3 Students will write a personal reflective paper on how energy is used in their everyday life and how to be more efficient.
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Sharing Activities:
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S.1 Students will present a PowerPoint presentation to class
S.2 Students will send a newsletter informing the community about renewable energy
S.3 Students will submit their reflection paper
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Contents
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Contents:
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(1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. 5.2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (D) communicate valid conclusions; and (E) construct simple graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate information. (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (D) evaluate the impact of research on scientific thought, society, and the environment; and (5.8) Science concepts. The student knows that energy occurs in many forms. The student is expected to: (A) differentiate among forms of energy including light, heat, electrical, and solar energy; (5.24) Science, technology, and society. The student understands the impact of science and technology on life in the United States. The student is expected to: (A) describe the contributions of famous inventors and scientists such as Neil Armstrong, John J. Audubon, Benjamin Banneker, Clarence Birdseye, George Washington Carver, Thomas Edison, and Carl Sagan; (B) identify how scientific discoveries and technological innovations such as the transcontinental railroad, the discovery of oil, and the rapid growth of technology industries have advanced the economic development of the United States; (C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States; (D) analyze environmental changes brought about by scientific discoveries and technological innovations such as air conditioning and fertilizers; and (E) predict how future scientific discoveries and technological innovations could affect life in the United States. (5.25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (D) identify different points of view about an issue or topic; (E) identify the elements of frame of reference that influenced the participants in an event; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. (5.27) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
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Tools
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Tools:
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Desktop publisher, multimedia/presentation power point, photo story, internet, graphic program, LCD projector, word processor.
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Systems of Assessment
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