METHODS NOTES 4315

© Douglas Gosse, 2007-2008

August 29, 2007

Douglas Gosse, PhD

Assistant Professor, Faculty of Education

Director of NORCCREA

Office H120

Nipissing University

100 College Drive, Box 5002

North Bay, Ontario, Canada

P1B 8L7

Email:

TEL: 705-474-3461, x. 4810

FAX: 705-474-1947

HOMEPAGE:

Northern Canadian Centre for Research in Education & the Arts (NORCCREA):

DIRECTIONS: You should add your own notes whenever these core topics arise in Methods. Furthermore, you must add new topics that arise in Methods.[1]While many of your notes may be in traditional bulleted form, you must also show growth and evidence of mastery of metacognitive tools. Therefore, visual organizers, such as webs, should often be included, as well as acronyms, summaries (bulleted form is acceptable and encouraged for summaries), and examples of representational imagery. Remember, while not all of these tools may be to your personal liking, these are tools that you should introduce to your own students. You mustmodel them in class and use them consistently with your students, as appropriate, in order to see results. While they will be of benefit to all your students, they are especially useful for studying, students at risk, ESL,andstudents with learning difficulties. They are proven to enhance learning, recall, motivation, and the development of critical thinking skills and organizational skills.

A CD copy in WP format must be handed in at the latest by the last class of February 4-8, 2008, and is worth 10%.Ensure that the copy has been scanned for viruses and is readable. The final, printed and revised version mustthen be added to your exit portfolio (or at least the Cover, Content, and significant printed pages, approximately 20+ which showcase your best work).

*For explanations of visual organizers/concept maps/think maps/webs, acronyms, summaries, and representational imagery, consult Block II, Session II of our course outline or download:

Seifert, T. (Fall 1993). Learning Strategies In The Classroom. Retrieved July 7, 2006, from

Holistic Rating Scale - Class Notes
□ 5Comprehensive, fully developed and well-organized additions have been made to each topic covered. Notesare succinctly detailed and explained using clear language/devices.
□ 4Most additions of the class notes are developed and well-organized. A few aspects need to be more fully developed.
□ 3Some parts of the class notes are developed and organized. Many details and organizational items require further development.
□ 2A few parts of the class notes are developed and organized. Most details and organizational items require development.
□ 1Most parts of the class notes lack development and organization. Most details and organizational items are not adequately addressed.

______X 2 = /10

TABLE OF CONTENTS

Action Research

Activity Planning Format Checklist

Activity Planning Format Sample Lesson(s)

Adolescent Development

Approaches to Teaching and Learning: Transmission, Transaction, Transformation

Assessment and Recording Devices

Backward Design/Design Down Model

Bloom’s Taxonomy

Bloom’s Revised Taxonomy

Characteristics of Exemplary Teachers

Child Development: Junior & Intermediate

Classroom Discussion Model

Common Areas for Consideration in Lesson Planning

Communicating with Parents

Communication Practices

Comparison of Planning Formats

Conferences (Student/Parent/Teacher)

Constructivism

Content

Content Web – for APG lesson plans

Cooperative Discipline

Cooperative Learning

Curriculum

Debates

Differentiating Instruction

Drama Methods in Education

ESL

Ethnic minority students

Expectations

General Model of Instruction

General Planning Format Checklist

General Planning Format Sample Lesson(s)

Historica Fairs

Holism (Holistic Education)

Interviews

Low socio-economic background students

LGBTTIQ Students (and students perceived as such)

Learning disabilities

Literacy skills (Students with weak literacy skills)

Long and Short Term Planning

Males and Schooling

Metacognition (representational imagery, elaborative interrogation, acronyms, keyword method, and summarizing)

Methods

Multiple Intelligences

Pygmalion Theory/Self-fulfilling Prophesies/Teacher Expectations

Questioning

Resumes and Cover Letters

Sage on the Stage vs. Guide on the Side

Six common mistakes in lesson planning

Strategies for Students at Risk

Student Portfolios

Technology

Verbs for Writing Expectations and Performance Indicators

Visual, Auditory & Kinesthetic learners – VAK

Visual Organizers/Visual Tools/ Concept Maps/Thinking Maps

References

ACTION RESEARCH

Retrieved from

“Action research can be described as a family of research methodologies which pursue action (or change) and research (or understanding) at the same time.”

Action Research as a Series of Steps:

  1. What is my research question?
  2. What sort of sources may I contact, such as human resources and search engines, to better know my subject?
  3. Once I have more knowledge, how can I implement what I have learned and measure the effect?
  4. How may I then share results with others, e.g. students and colleagues?

Recommended Reading:

  1. Buttignol, M., Jongeward, C., Smith, D., & Thomas, S. (2000). Researching the Creative Self through Artistic Expression. In A. Cole & J. G. Knowles (Eds.), Researching Teaching, Exploring Teacher Development through Reflexive Inquiry (pp. 61-86).
  1. Caro-Bruce, C. (Writer) (2002). Action Research [videocassette]. In The Video Journal of Education (Producer). United States.
  1. Dana, N. F., & Yendol-Silva, D. (2003). The Reflective Educator's Guide to Classroom Research. Thousand Oaks, California: Corwin Press, Inc.
  1. Gosse, D. (2005). My Arts-Informed Narrative Inquiry into Homophobia in Elementary Schools as a Supply Teacher, International Journal of the Arts & Education (Vol. 6, pp. 1-20).
  1. Hobson, D. (1996). Beginning With The Self: Using Autobiography and Journal Writing in Teacher Research. In G. Burnaford, J. Fischer & D. Robson (Eds.), Teachers Doing Research, Practical Possibilities (pp. 1-17). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
  1. Kemmis, S., & McTaggert, R. (2005). Participatory Action Research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 559-603). Thousand Oaks, Calif.: Sage Publications.
  1. Action research from & Padak)

ACTIVITY PLANNING FORMAT CHECKLIST

1. Lesson Plan Information

Identify:

□Subject /course

□Grade

□Topic

□Start Time & Length of Period/Class

□Date

2. Expectation(s)

Should:

□Identify the grade(s)

□Be selected from the Ontario Curriculum

□Be refined when necessary

□Have verbs that are measurable and observable

□Have realistic number of expectations (1-3 usually)

□Have expectations that match assessment

3. Pre-assessment

(a) Students

□Identify students’ prior knowledge related to the expectation(s)

□Identify students who require additional support (modifications and/or accommodations)

□Describe specific strategies for support (modifications and/or accommodations)

(b) Learning Environment

□Describe the teaching/learning space

□Describe adjustments to the teaching/learning space if required

□List group members when necessary

(c) Resources

□List resources to be used

  • text title, author and page(s),
  • films, web sites, articles, etc.,
  • exemplars, models, anchor charts,
  • technology (overhead, data projector, computer, lab equipment, etc.),
  • handouts (worksheets, templates, rubrics, checklists, etc.)
  • paper, markers, manipulatives, etc.

4. Content for the lesson (The What)

□Facts, data, information, formulae, and concepts are listed in detail

□Content is organized in a logical and sequential manner

5. Teaching/Learning Strategies (The How)

(a) Teacher’s Role

i) Introducing the Activity

□hook strategy is optional

□procedure/directions for introducing the activity/activities to the students is described in detail

□time allocation is approximated

ii) Consolidation of Learning/Check for Understanding (2-5 minutes usually)

□time allocated

□students are asked to summarize/demonstrate main ideas, concepts, procedures / processes

(b) Student Routines and Procedures

□include a step-by-step description of task(s) for students and their roles and responsibilities

□task card(s)/overview is posted

□transitions are clearly outlined e.g., distribution and collection of resources, groupings, etc.

□time allocation(s) indicated

□key educative questions are included to focus the learning

7. Assessment/Evaluation

□State how expectation(s) will be achieved using a recording device which is attached or included

□self and peer assessment are considered when necessary

8. Student Teacher’s Reflections on the Lesson

A (i) Student Learning Related to Lesson Expectation(s)

□include clear statements describing the degree to which the expectations were achieved by ALL students, including those who needed modifications, etc.

(ii) Next Steps for Student Learning Related to Lesson Expectation(s)

□list steps to help ALL students meet expectations for next class

□identify next class’ topic

B (i) Effectiveness of the Student Teacher

□assess the quality of the student teacher’s delivery of the lesson (communication, planning, implementation, organization, motivation, teaching/learning strategies, differentiation, questions, etc.)

□assess the quality of classroom management

(ii) Next Steps Related to the Effectiveness of the Student Teacher

□list next steps for professional growth considering your delivery of the lesson (communication, planning, implementation, organization, motivation, teaching/learning strategies, differentiation, questions, etc.)

□consider pro-active classroom management strategies

Holistic Rating Scale Lesson Plans
□ 5All parts of the lesson plan arefully developed and well-organized. All aspects are extensively detailed and explained using clear language.
□ 4Most parts of the lesson plan are developed and well-organized. A few aspects need to be more fully developed.
□ 3Some parts of the lesson plan are developed and organized. Many details and organizational items require further development.
□ 2A few parts of the lesson plan are developed and organized.Most details and organizational items require development.
□ 1Most parts of the lesson plan lack development and organization. Most details and organizational items are not adequately addressed.
1. Lesson Plan Information
Subject/Course: Civics / Name: Lauren Common
Grade Level: 10 / Date:26 January 2006
Topic: Foreign Aid and Kenyan Drought / Time: 1-2h30 (76 min.)
2. Expectation(s)
The Grade 10 students will:
  • analyzea contemporary crises, the Kenyan drought
  • research and summarize civic actions of individuals and non-governmental organizations that will contribute foreign aid to Kenya
  • communicate their own beliefs, points of view, and informed judgements, and effectively use appropriate discussion skills
NOTE: YOU MUST ALWAYS ENSURE THAT EXPECTATIONS ARE REFINED TO WHAT YOU ARE TEACHING IN THIS PARTICULAR LESSON. THEY MUST START WITH ACTIVE VERBS. THEY MUST COME FROM CURRICULUM DOCUMENTS. THOSE ABOVE ARE QUITE SPECIFIC AND THE TEACHER HAS REFINED THEM TO REFLECT THE ISSUE OF THE “KENYA DROUGHT AND FOREIGN AID.”
3. Pre-assessment
a)Students:
  • have an understanding of concepts of active citizenship from previous classes, such as our recent lessons on Walk for Life and Pick Ribbon Day
  • have experience working in cooperative groups, formulating persuasive arguments, and engaging in class discussions or debates
NOTE: HERE YOU INDICATE STUDENTS’ PREVIOUS KNOWLEDGE THAT THEY ARE TO BUILD UPON
  • S. P. has a significant word processing problem and requires someone to read to her – they will have the option of reading in small groups to alleviate any awkwardness she may feel. She is creative and loves to contribute her ideas verbally. I will advise her to stick with Jim this time as they work together so well
  • I will monitor T. J. and D. Y. and ensure they do not work together as they tend to waste time and bicker
NOTE: ALWAYS INCLUDE STRATEGIES TO ACCOMMODATE OR MODIFY ACTIVITIES FOR ALL STUDENTS WHO REQUIRE THIS; EVERY LESSON SHOULD HAVE THIS! YOU MAY NETWORK WITH THE GUIDANCE COUNCELLOR OR SPECIAL EDUCATION TEACHERS FOR IDEAS…ALWAYS KEEP ON TOP OF THIS. IN YOUR REFLECTIONS, YOU MUST INCLUDE WHAT OCCURRED WITH THESE INDIVIDUAL STUDENTS.
b)Learning Environment:
  • library with internet access: I have reserved the library for the entire period and ensured that the computers are free and there are nooks where students may work in small groups
  • there is a seminar room where students may present their findings
  • students will go to their assigned home groups of 6 members that they have been working with all month
  • they can pick their own groups of 2-4 members when reading the documents
  • I will be facilitating throughout the lesson: walking around to each group, monitoring that students are on task, using anecdotal notes, praise and handling transitions
NOTE: THE LEARNING ENVIRONMENT MUST BE DESCRIBED; USE THE APF CHECKLISTS – teacher location is no longer required
c)Resources:
  • Kenyan drought article, Craig and Marc Kielburger, Toronto Star
  • Famine Early Warning System: Kenya, December 2005 News release (
  • World Food Programme: Fundraising Shortage (
  • Prime Minister of Canada: Report on the G8 Summit Results (
  • Computers will be up and running in advance thanks to the library tech
  • The chart students will complete is copied, hole-punched and ready to be handed out by student volunteers
NOTE: YOUR RESOURCES MUST BE PREPARED IN ADVANCE, READY, AND LISTED FOR EACH TASK
4. Content
Students explore:
  • the effects of the drought in Kenya and surrounding areas, both in terms of environmental and human impact..
  • G8 foreign aid commitments, particularly regarding environment and health in Africa
  • the reported shortfall of foreign aid dollars
Then they come up with possible plans to present, such as:
  • raising money to donate to non-governmental aid organisations working in the area
  • lobbying the Canadian government to address the issue of the drought in Kenya and the surrounding areas
  • lobbying the Canadian government to fulfil its aid promises, thereby calling international attention to the situation and hopefully prompting other G8 governments to do the same
  • etc.
NOTE: USING A CONTENT WEB IS A GREAT STRATEGY TO PLAN YOUR CONTENT FULLY; IT MUST BE LISTED IN THIS SECTION; THIS IS THE ‘WHAT’ YOU ARE HOPING STUDENT WILL LEARN
5. Teaching/Learning Strategies
a)Teacher Role
1) Introducing the Activity
NOTE: THE INTRODUCTION SHOULD BE BRIEF, USUALLY LESS THAN 5 MINUTES, IN GENERAL NOT MORE THAN 10 MINUTES; YOU MAY REVIEW THE PREVIOUS LESSON’S THEME FIRST BUT THEN MOVE INTO AN INTERESTING HOOK TO IGNITE THE FIRES OF CURIOUSITY OF YOUR STUDENTS; YOU MAY NOT HAVE A HOOK IN EVERY APF LESSON SINCE IT IS THE STUDENTS WHO TEND TO BE DOING THE ‘SELF & PEER TEACHING.’
(a) Hook - Brainstorming Think/Pair/Share Activity (10 min.):
  • Have picture of Kenyan student(s) on screen
  • Yesterday, students read an information package including the Toronto Star article on the drought, the Canadian government statement regarding the last G8 Summit results, and the information and statistics from the World Food Program and Famine Early Warning System websites They may read alone of in small groups of 2-4 of their own choice
  • Give the students forty-five seconds to think of and write down everything they know about Kenya. Then give them a minute to find a partner/turn to their seatmate, share their lists, and try to make an improved master list between then.
  • Finally, go around the room and get one point from each partnership, writing their points on the board or on an overhead.
  • Go around a second time before opening the floor to anyone who has anything to add to the master list.
  • This activity serves in part as a pre-assessment to find out what students already know about Kenya from popular cultural or other sources.
*NOTE THAT YOU MUST ALWAYS PROVIDE DIRECTIONS FOR ACTIVITIES& YOU MUST ALSO INDICATE WHATEVER ELSE YOU’RE DOING AS FACILITATOR, LIKE BELOW
(B) After the hook, I’ll:
  • break them into their home groups of 6
  • hand out cue cards to specify student roles (Leader, presenter, recorder, encourager, time keeper, resources manager)
  • verbally explain rules that are provided in hard copy to each group
  • supervise the groups and facilitating group discussion as needed
  • prompt student groups as needed to ensure the discussion is focussed on key concepts
  • use anecdotal notes to record behaviours, use praise to motivate, circulate constantly
  • raise my arm and hand as a signal for redirecting activities and transitions.
  • comment during the group presentations and evoke questions from students.
  • next period, ask for volunteers to share their reflection.
NOTE: THIS IS A DESCRIPTION OF THE ROLES AND RESPONSIBILITIES OF THE TEACHER DURING THE LESSON, INCLUDING HOW TO HANDLE TRANSITIONS AND MONITOR BEHAVIOURS. THE KEY EDUCATIVE QUESTIONS GUIDING THE LESSON ARE INTEGRATED INTO THE CHART HERE. BUT OTHERWISE WOULD NEED TO BE LISTED.
2) Consolidation of Learning (Check for understanding) (3-5 MIN)
At the end of the period, I’ll briefly ask various students to respond to the three main content areas:
  • Tell me three major effects of the drought in Kenya and surrounding areas, both in terms of environmental and human impact.
  • What has hindered G8 foreign aid commitments, particularly regarding environment and health in Africa? Name 4 factors.
  • the reported shortfall of foreign aid dollars
NOTE: THIS ‘CHECK FOR UNDERSTANDING’ IS NOT LINEAR AND OCCURS AFTER THE STUDENTS HAVE DONE THEIR PRESENTATIONS; IT IS FORMALIZED FOR YOU TO ENSURE YOU’RE CHECKING THEIR LEARNING, BUT YOU SHOULD BE DOING THIS THROUGHOUT THE ENTIRE CLASS WITH YOUR ANECDOTAL NOTES, AS FACILITATOR. CONSOLIDATING OF LEARNING MEANS A BRIEF CHECK OR VERIFICATION OF LEARNING. GET AWAY FROM THE TEACHER BEING THE ‘HEAD HONCO/SOLE AUTHORITY’ IN THE APF. STUDENTS ARE MORE IN CHARGE AND YOU ARE ‘THE GUIDE ON THE SIDE.’
b)Student Routines and Procedures
Step 1 : Cooperative Group Work (30 MIN)
  • the resource manager from yesterday’s activity will collect cue cards from teacher and distribute them randomly to members of home group;
  • Students will refer to the articles and formulate a realistic plan of action to help those people most affected by the drought (see Appendix for chart)
  • Have the new resource managers from each group collect and hand out the chart below on their “Plan of Action”; students listen and follow along as the teacher explains the chart
Step 2.: (20 MIN) the designated ‘presenter’ for each group presents their plans to the class; classmates and teacher and students may comments and discuss; students actively question and discuss the pros and cons of each plan
Step 3: (5-10 MIN) after the consolidation questions, students will write a reflective summary in their Civics notebook: “If you were head of the Ontario Foreign Aid Agency, how would you use money donated by Canadians to ease the plight in Kenya?”
NOTE: THIS IS A STEP-BY-STEP DESCRIPTION OF TASKS THE STUDENTS WILL ENGAGE IN AND THEIR ROLES AND RESPONSIBILITIES. ALSO NOTE THAT ANY HANDOUTS, SUCH AS THIS CHART, MAY BE APPENDED. LABEL THEM CLEARLY.
6. Assessment/Evaluation
  • Student will do a peer assessment the next period on their reflective response. (use peer checklist)
  • A learning skills checklist may be used for participation in group discussion.
  • I will use my anecdotal records to record participation, cooperation, attitude, behaviours, stressing the positive.
NOTE: DEVELOPING A RATING SCALE HERE THAT INCLUDES THE ABOVE CRITERIA WOULD BE HELPFUL WITH THE ASSESSMENT PROCESS. IT MAY BE A SIMPLE: 1 (LOW) 2 (AVERAGE) 3 (HIGH) SCALE IN YOUR ANECDOTAL NOTES TO ACCESS LEARNING AND BEHAVIOURS. ALWAYS ENSURE YOUR CONTENT ASSESSMENT STRONGLY REFLECTS THE EXPECTATIONS AT THE BEGINNING OF YOUR LESSON PLAN! THIS WOULD BE AN ASSESSMENT, NOT AN EVALUATION!
7. Student Teacher’s Reflections on the Lesson
A. (i) Student Learning Related to Lesson Expectation(s)
*CONSULT THE PTH FOR EXAMPLES & APF CHECKLIST; THIS SECTION MUST ALWAYS BE CAREFULLY FILLED OUT
(ii) Next Steps for Student Learning Related to Lesson Expectation(s)
B. (i) Effectiveness of the Student Teacher
(ii) Next Steps Related to the Effectiveness of the Student Teacher

Appendix: