ENGL 112 students. This post is for you!
Warming Up: Journal Exercise
Choose one activity, sport, or hobby that you do well and that others might admire your for. in the form of a letter to a friend, describe the steps or stages of the process through which you acquired that skill or ability.
It was quite interesting and a challenge to follow up to the assignment but i managed to get through! It is something different for us students but the new experience doesn't hurt infact it is something possitive and can be used in the further future. Great work sir. More assignments like these may make the class more interesting and fun at the same time.
ReplyDeleteHey Sir it was very fun to visit the blog page and answer the questions although some of them were challenging, but apart from that i enjoyed doing it and hope to do more assignments like this.
ReplyDeleteFrom: Mirna Gomez
ReplyDeleteSocial Studies for Primary Teacher (SOST 304) Post #1
1. How do the key questions asked in the exploratory introduction tie into the phases of the lesson?
The key questions in the exploratory introduction ties into the phases of the lesson because the children collected data such as used papers and they were provided with several materials that connects to their previous knowledge of paper making. They were assigned to small groups to make observation of a set of items to determine if they were made from paper and make list of the items that are paper and those that are not and explain why or why not an item is paper which incorporates the guidelines and the students’ past experiences. During this phase the children raised questions that need to be solved, which provides the students with the opportunity to try out their prior knowledge in the new setting. The students make public their prior knowledge by asking key question such as, “What is all of this paper made from?” They shared their ideas by creating a list on chart paper. Finally, the children were asked to sequence the items in the correct order of paper making process: first, tree; second, wood chips and third, paper. In the last step they confront their prior knowledge with the outcome that was proposed in the lesson introduction.
2. What lesson development activities help to explain how events are sequenced by the learner?
The lesson development activities that help to explain how events are sequenced by the learner are the materials used such as artefacts from the exploratory introduction, pictures of the paper making process such as: tree, pieces of logs, strips of bark, ground wood chips, and mixed with pulp, poured on to a screen, ironed and packaged. A book, “From Wood to Paper” is used to describe the sequence to the papermaking production process which provides clear explanation to reconstruct their prior knowledge. Children are instructed to rearrange the sequence based on the information in the book. Students along with teachers’ guidance will indicate accurately which artefact is first, second and last. Furthermore, the teacher gives each group a set of pictures showing steps in the papermaking process. The book is re-read and stops at appropriate places for children to put the pictures into the sequence described. This specific activity emphasises on the need to be certain that the events are ordered by time. At the end each student writes or draw the first and last event and accurately identifies the fourth and fifth events posting it where it can be seen.
3. During the expansion phase of the lesson, how does the teacher help students expand on their more developed abilities sequencing events beyond what was done earlier in the lesson?
In the expansion phase the teacher have students identify stores that purchases papers which have been processed. This phase is the additional event to the sequence. The children will determine whether this event should be added or removed. Groups will also identify another event to add to the end of the chain. In this phase there is less guidance so children are to apply and transfer their newly reconstructed ideas in new situation and to make connections to the real world experiences.
4. How does the teacher “wrap- up” the lesson?
To wrap- up the lesson the teacher had the students create a consensus statement that describes how things can be placed in order it occurs. They will draw the first and the last event and then the fourth and the fifth event. The teacher examines the students work to see if they identify the fourth and fifth events accurately. This final stage will evaluate children’s understanding of the major lesson concepts.