module5 pbl-lucena lea

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    Module 5: Guiding Learning

    Lesson 1: Questioning in Classrooms

     

    Activity 1: Questions for Different Purposes

    Estimated Time: 15 minutes

     

    In this activity, you learned about six purposes for using questions in the classroom. Review the purposes and think about how you typically use questions in your classroom. Choose purposes that interest you and write additional questions for your students.

     

    Motivate and engage students’ curiosity and interests

    • How would you cook a meal without electricity or fire?
    • What would you give up if you had to cut down on electricity use at your house?

     

    Is movie maker software fitted to your project? Why?

     

     

    Determine student knowledge and understanding

    • What are the characteristics of a good insulator?
    • What are three types of heat transfer?
    • Since we have learned that . . ., now what do you think . . .?
    • What do you mean by that?

     

    How will you apply the software in your project?

     

     

    Prompt observation and description of phenomena

    • What do you notice about…?
    • Can you see a difference (or similarity) between…?

     

    Is cellphone good to view events?

    Is digital camera better that the cellphone in viewing events?

     

     
     

    Encourage reflection and metacognition

    • What strategies did you use to solve this problem?
    • What did you learn?
    • What would you have done differently?

     

    What did you learn from the software? Is this a big help to have a better presentation?

     

     

    Promote critical thinking and problem solving

    • What kind of information would you need to solve that problem? Where would you find it?
    • What is the evidence for your opinion?
    • Can you look at the problem from a different perspective?
    • Which option would save more energy and why?
    • Using your data, which features are best for your design and why?

     

    How will you present your project in a class or to your community?

    Do you have any option aside from that software?

    How will you use it?

     

     

    Encourage creativity, imagining, and hypothesizing

    • Are there some other ways you might . . .?
    • What if everyone . . . ?
    • Can you look at the problem from a different perspective?

     

    Can you think of a better way to view your project?

     

     

     
     

     

    Module 5: Guiding Learning

    Lesson 2: Collaboration and Self-Direction

     

    Activity 1: Teaching Collaboration and Self-Direction

    Estimated Time: 20 minutes

     

    1. Open Collaboration and Self-Direction Skills from your Course Folder.
    2. Identify one or two subskills of collaboration or self-direction that your students need to work on for your project. Describe when you would introduce these subskills with a mini-lesson.

     

    Mini lesson so that I can guide the students let them apply the skill and let them know my feedback so that they will complete the project.

     

    Create a Mini-Lesson

    Create a mini-lesson on a collaboration or self-direction subskill for your project. Use the four steps and questions below to create a mini-lesson:

    1. Model the subskill
    2. Discuss when and how to use and modify the subskill
    3. Practice the subskill
    4. Apply the subskill
    5. How will you model the subskill?

     

    Let them know my feedback.

     

    1. What content related to the project will you use?

     

    I wll let them view one example of a movie whose the character are the students.

     

    1. How will you demonstrate how to use the subskill with that content?

     

    Through the viewing of a sample movie, I will let them know that there many ways on how to improve it.  I will demonstrate yhe ways on how to do it and give them time to do it their own and give their suggestion to make it more presentable.

    The class will view it and feedback is appreciated.

     

    1. What discussion questions will prompt thinking about how to use and modify the subskill?

     

    Is that feedback motivates you do improve it more/

    What is your step after hearing their feedback?

    Is that a help on you?

     

     

     
     

     

    Module 5: Guiding Learning

    Lesson 3: Information Literacy

     

    Activity 2: Teaching Information Literacy (Optional)

    Estimated Time: 20 minutes

     

    1. Review your standards for those standards that address information literacy subskills. You may want to refer to Information Literacy Subskills saved in your Course Folder or downloaded from the Resource tab. Note any connections between the units you teach and relevant subskills.

     

     

     

    1. Identify the subskills that your students have and those that they need to work on during your project. Note when and how you might teach the skills they need.

    Information Literacy Subskills My Students Have:

     

    Identify a variety of potential sources

     

    Subskills My Students Need                  for This Project

    Stage of Project

     

    Formulate question based on the topics needed

    beginning research

     

    Search for a site where they can get accurate informations.

    During research

     

    Gather and organize all information that match with their topics.

    After research

     

    • How will students practice the subskill and get feedback?

    By selecting the appropriate informations.

     

    • How will you ask students to use the subskill while they work on their projects?

     

    How will you apply the informations you gathered?

     

     

     
     

     

    Module 5: Guiding Learning

    Lesson 4: Student Reflection

     

    Activity 2: Reflection Planning

    Estimated Time: 15 minutes (30 minutes if completing optional activities)

     

    1. Save Reflection Ideas to your Course Folder. Browse through ideas for encouraging effective student reflection and goal setting. Record any reflection ideas you might use and note how and when you would incorporate them into your teaching.

     

    I like the reflection skill this is the time where my students can reflect on their own works and come to think the best thing to improve more.

     

    1. Review and modify your Assessment Timeline from Module 3, Lesson 3, Activity 2, if necessary, to include reflection activities.

     

    1. Optional: Design a reflection and goal-setting activity for the end of your project.

     

     

     

     
     

     

    Module 5: Guiding Learning

    Lesson 5: Module Review

     

    Activity 1: Module Summary

    Estimated Time: 10 minutes

     

    Reflect on your learning from this Module.

     

    I learned from this module that,questioning really enehances learning on both students and teachers.Students who uses  The 21st century skills are developing more theis skills through modeling,discussions and practice.