- Essential Questions –broad, open ended
- How can I make a difference?
- Unit Questions – project-specific; aid students in understanding concepts of a project
- What can our school do to help save an endangered species?
- Content Questions – fact-based, lower level Blooms
- What makes a species endangered?
Think-Pair-Share - Work with your table.
- Sort the cards according to Essential, Unit or Content question.
- Discuss the impact of completing this activity.
PRE-ASSESSMENT - What are the characteristics of the learners in the class?
- What do the students already know and understand?
- How do my students learn best?
- What modifications in instruction might I need to make?
MATERIALS - Plan! Prepare! Have on hand!
- Envision your needs.
- List all resources.
- Have enough manipulatives (when needed) for groups or individuals.
- Grabs the attention of the students
- PROVIDES THE INTEREST/ MOTIVATION factor
- Sets the tone for the lesson connected to the objective
Engage Students With Questions Cognitive Levels of Questioning Bloom’s Taxonomy - Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
- Provide a quick review of previous learning
- (Foundation Building)
- Provide modeling of a new skill
- A picture is worth a thousand words.
- I hear, I see………..I do!
- Provide specific activities to assist students in developing the new knowledge and assess to guide lesson
- Use Relevant Vocabulary
- Limit Lecture Time (max. 15 minutes)
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