To teach with the 5 Es Model I would:
1. Engage: To engage my students I will start off class by playing a popular song for them. (It could be "Wrecking Ball" or "Imagine" or something popular that they will be interested in)
2. Explore: I will hand out the lyrics and a worksheet. I will ask my students to explore the lyrics and develop meanings behind why the writer chose those words and how they may effect society.
3. Explain: I will then ask the students to pair off and explain what they came up with and why.
4. Elaborate: After hearing others opinions I will ask them to elaborate on their answer and dig deeper into the meaning of the song.
5. Evaluate: Then I will have the students evaluate themselves on how well they discovered meaning and write it on their worksheet.
Monday, December 9, 2013
Monday, December 2, 2013
Social Cognitive Learning Theory
How I would model a skill for someone:
I would first show them the finished result so they have an idea at what they are creating or accomplishing. This is also to grab their attention. If they have a goal in mind and it is in their interest level they are more likely to pay attention. Then I would show them step by step how to accomplish the task. In class I showed a student how to draw a flower. I went step by step on how to outline, draw the petals, erase extra markings, and add the final touches. As he was following me I would say that he is doing a good job, offer any necessary help or extra instructions. To improve retention I divide the modeling into chunks, for example I start with the finished product, then I teach the flower, then the stem, and then the extra details to make it pretty, such as shading. To ensure the task is in the ZPD I will do a little pre-assessment and ask my student if they have ever drawn before. This is a way to decide if the task is too hard or if it will stretch them a little bit. I will motivate them by encouragement. To provide opportunities for practice after they have drawn the flower I will ask them to draw another one using the same steps.
In a beginning band class I would demonstrate how to play the flute (or whatever instrument) and then teach my students first how to hold it, then how to blow in it. I will allow them time to practice what they are learning and encourage them to keep trying. I will teach in steps so they won't get overwhelmed or discouraged. I will basically do the same things I did when teaching how to draw a flower.
I would first show them the finished result so they have an idea at what they are creating or accomplishing. This is also to grab their attention. If they have a goal in mind and it is in their interest level they are more likely to pay attention. Then I would show them step by step how to accomplish the task. In class I showed a student how to draw a flower. I went step by step on how to outline, draw the petals, erase extra markings, and add the final touches. As he was following me I would say that he is doing a good job, offer any necessary help or extra instructions. To improve retention I divide the modeling into chunks, for example I start with the finished product, then I teach the flower, then the stem, and then the extra details to make it pretty, such as shading. To ensure the task is in the ZPD I will do a little pre-assessment and ask my student if they have ever drawn before. This is a way to decide if the task is too hard or if it will stretch them a little bit. I will motivate them by encouragement. To provide opportunities for practice after they have drawn the flower I will ask them to draw another one using the same steps.
In a beginning band class I would demonstrate how to play the flute (or whatever instrument) and then teach my students first how to hold it, then how to blow in it. I will allow them time to practice what they are learning and encourage them to keep trying. I will teach in steps so they won't get overwhelmed or discouraged. I will basically do the same things I did when teaching how to draw a flower.
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