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Monday, December 5, 2011
Reminder about your invitation from Cynthia M. Gettys
Monday, November 28, 2011
Reminder about your invitation from Cynthia M. Gettys
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Tuesday, November 22, 2011
Invitation to connect on LinkedIn
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Wednesday, March 3, 2010
Kai by Ahonui Ragsac
TITLE: Kai
GRADE: 2/3
AUTHOR: Ahonui Ragsac
SUBJECT: Science
DATE: 3/5/2010
OVERVIEW:
HOMEWORK:
CONCEPT: Communities and interdependence(20)
BRIDGE: Relationships
ESSENTIAL QUESTION: What are communities? Why is it important for members of a community to malama each other?
OUTCOMES: Students will be able to define kai.
Students will be able to explain the concepts of community and interdependence.
Students will be able to determine methods of taking care of the kai.
Standards Alignments:
2.2.1 - Describe changes that have occurred in society as a result of new technologies
2.3.1 - Describe how animals depend on plants and animals
2.4.1 - Explain how plants and animals go through life cycles
2.5.1 - Identify distinct environments and the different kinds of organisms each environment supports
2.8.2 - Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and recycling
2.1.5 - Use new grade-appropriate vocabulary introduced in stories and informational texts
2.2.3 - Use previous experience and prior knowledge to make connections with subjects and ideas encountered in texts
2.4.6 - Print legibly and space letters, words, and sentences appropriately
2.6.1 - Use oral language to obtain information, complete a task, and share ideas with others
2.6.2 - Give an oral presentation to share information with peers
2.6.3 - Express ideas through drama activities (e.g., role playing, skits, puppetry, choral reading, story telling)
2.6.4 - Use appropriate social conventions in various large and small group situations
2.6.5 - Give feedback to a speaker to promote mutual understanding
2.6.6 - Adjust pacing, volume, and intonation appropriate to content and purpose
2.6.7 - Use simple gestures and eye contact to complement and enhance verbal messages
2.7.2 - Organize ideas in a simple organization pattern or logical sequence so listeners can understand them
2.7.3 - Use clear and specific vocabulary to convey the intended message
3.3.1 - Describe how plants depend on animals
3.4.1 - Compare distinct structures of living things that help them to survive
3.5.1 - Describe the relationship between structure and function in organisms
3.4.6 - Write legibly, adhering to margins and correct spacing between letters in a word and words in a sentence
3.6.1 - Use oral language to obtain information, complete a task, and share ideas and personal opinions with others
3.6.2 - Give a planned speech to share information with peers
3.6.3 - Give verbal and nonverbal feedback to a speaker to promote mutual understanding
3.6.4 - Clarify spoken messages by restating, questioning, or elaborating
3.6.5 - Vary expression, level, pacing, and intonation according to content and purpose
3.6.6 - Use simple gestures, eye contact, and other nonverbal language to complement and enhance verbal messages
3.6.7 - Adjust dialect (e.g., standard English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation
CONNECT: Ke Aloha o ka I'a Wiwo 'ole 'o 'Opihi
Tell the story of Kunane and his quest to rescue his sister, Kuahine, from puhi.
Duration: 3 minutes
Materials: None. Just your memory, or notes of the story.
ATTEND: Share perceptions and perspectives of mo'olelo.
Share feelings and perceptions on the experience that opened the lesson.
"What happened here?" "What is the moral of the story?" "What is the author trying to tell you?"
Duration: 3 minutes
Materials: Chart paper and pens to chart student responses.
IMAGE: Dramatic exhibitions
Have students dramatize the events in the mo'olelo while singing Opae E. Volunteers will act out the parts of Kunane, Kuahine, opae, pipipi, pupu, kupe'e, opihi and puhi.
Duration: 10 minutes
Materials: Lyrics for Opae e, ukulele
INFORM: Focus lectures on key questions about interdependence and communities.
Present a question at the beginning of the lecture, and have the students raise their hands when they think it has been answered.
Duration: 15 minutes
Materials needed:
PRACTICE: Manipulating data
Manipulating data; what happens if you change this?
What if there was no interdependence here? What would happen if this fish disappeared? Discuss then have students draw in their notebooks what they think the kai would look like if the reef was destroyed
Duration: 5-7 minutes
Materials: Notebooks, colored pencils
EXTEND: Scavenger Hunt
Students will find 2 specific items along the kai. They will have to explain how the two items depend upon one another...find the relationship between the two.
Duration: 10 minutes
Materials: Note cards with items to find listed. Keep items simple, and limited to two or three.
REFINE (Quadrant Four, Left Mode:Link back to original outcomes, goals, questions.
Give concrete feedback with assiduous detail on original goals. Be sure to answer essential questions.
Duration: 5 minutes
Materials: None
PERFORM: Share their new knowledge
Share what they have learned to the incoming group.
Duration: 5 minutes
Materials: Chart paper and pens.
Thursday, January 7, 2010
by Rocio Gonzalez
TITLE:
GRADE:
AUTHOR: Rocio Gonzalez
SUBJECT:
DATE:
OVERVIEW:
HOMEWORK:
CONCEPT: ()
BRIDGE:
ESSENTIAL QUESTION:
OUTCOMES:
Standards Alignments:
CONNECT:
ATTEND:
IMAGE:
INFORM:
PRACTICE:
EXTEND:
REFINE (Quadrant Four, Left Mode:
PERFORM:
Monday, January 4, 2010
A Model Plan by Bernice McCarthy
TITLE: A Model Plan
GRADE: K-Adult
AUTHOR: Bernice McCarthy
SUBJECT: Education
DATE: 1/18/2006
OVERVIEW: To provide a detailed explanation of each of the eight steps of the 4MAT System.
HOMEWORK:
CONCEPT: The Concept(19)
BRIDGE: The Bridge
ESSENTIAL QUESTION: Essential Question
OUTCOMES: What learners will know, be able to do, become
Standards Alignments:
MA.4-5.6.B - > Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division. (Mastered)
CONNECT: Connect students directly to the concept in a personal way.
1. Connect: co (with) + nectere (to bind)
Establish a relationship between your learners and the content connecting it to their lives, not telling them how it CONNECTS, but having something actually happen in the classroom that will bring them to make the connection themselves. The experience must encompass the heart of the content.
Objective: To Create an Experience. To enter into the experience, to engage the Self, and to connect personal meaning with experience.
Activity: Connect students directly to the concept in a personal way. Capture students' attention by initiating a group problem-solving activity before delivery of instruction. Begin with a situation that is familiar to students and builds on what they already know. Construct a learning experience that allows diverse and personal student responses. Facilitate the work of cooperative teams of students.
Assessment: Engagement, imagination and idea generation of students.
ATTEND: Guide students to reflection and analysis of the experience.
2. Attend: ad (to, towards) + tend (to stretch)
Have your students analyze what just happened, have them ATTEND to their own experience and to the perceptions of their fellow students; how it went, what really happened. Note another form of the word, "attention".
Objective: Examine the Experience
Activity: Guide students to reflection and analysis of the experience. Encourage students to share their perceptions and beliefs. Summarize and review similarities and differences. Establish a positive attitude toward the diversity of different people's experience. Clarify the reason for the learning
Assessment: The quality of students' analysis of their collective subjective world of experience. Students ability to explore stated feelings by listening, listing, patterning, prioritizing, stating their own reflections.
IMAGE: Use another medium (not language) to connect students to the concept
3. Image: (to form a mental picture). You need your students to IMAGINE, to picture the concept as they understand it, (Einstein seeing light curving) have experienced it, before you take them to the experts.
Objective: Integrating personal experiences into conceptual understanding.
Activity: Provide a metaview, lifting students into a wider view of the concept. Use another medium (not reading or writing) to connect students' personal knowing to the concept (i.e. visual arts, music, movement, etc.). Involve learners in reflective production that blends the emotional and the cognitive. Transforms the concept yet to be taught into an image or experience, a "sneak preview" for the students. Deepen the connection between the concept and its relationship to the students' lives. Relate what the students already know to what the experts have found
Assessment: Quality of student production and reflection.
INFORM: Provide "expert knowledge" related to the concept.
2. Inform: in (into) + form (to shape)
Provide "acknowledged body of knowledge" related to the concept. Emphasize the most significant aspects of the concept in an organized, organic manner. Present information sequentially so students see continuity. Draw attention to important, discrete details; don't swamp students with myriad facts.
Use a variety of delivery systems: interactive lecture, text, guest speakers, films, visuals, CAI, demonstrations, etc. when available.
PRACTICE: Provide hands-on activities for practice and mastery.
5. Practice: praktikos (capable of being used)
Stay first with the left mode. Your students must PRACTICE the learning as the experts have found it. It is not yet time for innovation, or adaptation. They need to learn by practicing, they need to become sufficiently skilled before they can innovate. Create work practice that is fun, yet demanding. Facilitate the moving through the activities, the centers you create to help them achieve mastery.
Objective: Working on Defined Concepts (Reinforcement and Manipulation)
Activity: Provide hands-on activities for practice and mastery. Check for understanding of concepts and skills by using relevant standard materials, i.e. worksheets, text problems, workbooks, teacher prepared exercises, etc.. Provide opportunities for students to practice new learning, perhaps in multi-modal ways (learning centers, games fostering skills development, etc.). Set high expectations for skills mastery. Use concept of mastery learning to determine if re-teaching is necessary and how it will be carried out. Students may create additional multi-modal practice for each other
Assessment: Quality of student work, perhaps an objective quiz.
EXTEND: Provide opportunity for students to design explorations of concept.
6. Extend: ex (out of) + tend (to stretch)
This is where innovation begins. Students know enough, have enough skills to begin the tinkering, playing with the content, the skills, the materials, the ideas, the wholes and the parts, the details, the data and the big picture, to make something of this learning for themselves, to be interpretive.
Objective: "Messing Around" (Adding Something of Themselves)
Activity: Encourage tinkering with ideas/relationships/connections. Set up situations where students have to find information not readily available in school texts. Provide opportunity for students to design their own open-ended explorations of the concept. Provide multiple options so students can plan a unique "proof" of learning. Require students to organize and synthesize their learning in some personal, meaningful way. Require students to begin the process of planning how their project will be evaluated, identifying their own criteria for excellence
Assessment: Students on-task behavior and engagement in their chosen options.
REFINE (Quadrant Four, Left Mode:Give guidance and feedback to student adaptations.
7. Refine: re (again) + fin (the end, limit, boundary). Stay first with the left mode again. The students have proposed an extension of the leaarning into their lives. They need to evaluate that extension.
Objective: Evaluating for Usefulness and Application
Activity: Give guidance and feedback to students' plans, encouraging, refining, and helping them to be responsible for their own learning. Help students analyze their use of the learning for meaning, relevance, and originality. Maintain high expectations for completion of chosen options. Help mistakes to become learning opportunities. Summarize by reviewing the whole, bringing students "full circle" to the experience with which the learning began
Assessment: Students' willingness and ability to edit, refine, rework, analyze, and complete their own work.
PERFORM: Establish atmosphere that celebrates sharing learning.
8. Perform: per (through) + form (form, shape. mold). Lastly, have your students perform: Here the content takes a new shape, as it is formed through the learners. Look for originality, relevance, new questions, connections to larger ideas, skills that are immediately useful, values confirmed or questioned anew.
Objective: Doing it Themselves and Sharing what they Do with Others.
Activity: Support students in learning, teaching, and sharing with others. Establish a classroom atmosphere that celebrates the sharing of learning. Have opportunity for students to practice new learnings . Make student learning available to the larger community, i.e. books students write are shared with other classes; students report in school paper; student work is displayed throughout the school; etc.. Leave students wondering (creatively) about further possible applications of the concept, extending the "what ifs" into the future.
Assessment: Students ability to report and demonstrate what they have learned. Expressions of student enjoyment in the sharing of their learning. Quality of student final products.
A Model Plan by Bernice McCarthy
TITLE: A Model Plan
GRADE: K-Adult
AUTHOR: Bernice McCarthy
SUBJECT: Education
DATE: 1/18/2006
OVERVIEW: To provide a detailed explanation of each of the eight steps of the 4MAT System.
HOMEWORK:
CONCEPT: The Concept(19)
BRIDGE: The Bridge
ESSENTIAL QUESTION: Essential Question
OUTCOMES: What learners will know, be able to do, become
Standards Alignments:
MA.4-5.6.B - > Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division. (Mastered)
CONNECT: Connect students directly to the concept in a personal way.
1. Connect: co (with) + nectere (to bind)
Establish a relationship between your learners and the content connecting it to their lives, not telling them how it CONNECTS, but having something actually happen in the classroom that will bring them to make the connection themselves. The experience must encompass the heart of the content.
Objective: To Create an Experience. To enter into the experience, to engage the Self, and to connect personal meaning with experience.
Activity: Connect students directly to the concept in a personal way. Capture students' attention by initiating a group problem-solving activity before delivery of instruction. Begin with a situation that is familiar to students and builds on what they already know. Construct a learning experience that allows diverse and personal student responses. Facilitate the work of cooperative teams of students.
Assessment: Engagement, imagination and idea generation of students.
ATTEND: Guide students to reflection and analysis of the experience.
2. Attend: ad (to, towards) + tend (to stretch)
Have your students analyze what just happened, have them ATTEND to their own experience and to the perceptions of their fellow students; how it went, what really happened. Note another form of the word, "attention".
Objective: Examine the Experience
Activity: Guide students to reflection and analysis of the experience. Encourage students to share their perceptions and beliefs. Summarize and review similarities and differences. Establish a positive attitude toward the diversity of different people's experience. Clarify the reason for the learning
Assessment: The quality of students' analysis of their collective subjective world of experience. Students ability to explore stated feelings by listening, listing, patterning, prioritizing, stating their own reflections.
IMAGE: Use another medium (not language) to connect students to the concept
3. Image: (to form a mental picture). You need your students to IMAGINE, to picture the concept as they understand it, (Einstein seeing light curving) have experienced it, before you take them to the experts.
Objective: Integrating personal experiences into conceptual understanding.
Activity: Provide a metaview, lifting students into a wider view of the concept. Use another medium (not reading or writing) to connect students' personal knowing to the concept (i.e. visual arts, music, movement, etc.). Involve learners in reflective production that blends the emotional and the cognitive. Transforms the concept yet to be taught into an image or experience, a "sneak preview" for the students. Deepen the connection between the concept and its relationship to the students' lives. Relate what the students already know to what the experts have found
Assessment: Quality of student production and reflection.
INFORM: Provide "expert knowledge" related to the concept.
2. Inform: in (into) + form (to shape)
Provide "acknowledged body of knowledge" related to the concept. Emphasize the most significant aspects of the concept in an organized, organic manner. Present information sequentially so students see continuity. Draw attention to important, discrete details; don't swamp students with myriad facts.
Use a variety of delivery systems: interactive lecture, text, guest speakers, films, visuals, CAI, demonstrations, etc. when available.
PRACTICE: Provide hands-on activities for practice and mastery.
5. Practice: praktikos (capable of being used)
Stay first with the left mode. Your students must PRACTICE the learning as the experts have found it. It is not yet time for innovation, or adaptation. They need to learn by practicing, they need to become sufficiently skilled before they can innovate. Create work practice that is fun, yet demanding. Facilitate the moving through the activities, the centers you create to help them achieve mastery.
Objective: Working on Defined Concepts (Reinforcement and Manipulation)
Activity: Provide hands-on activities for practice and mastery. Check for understanding of concepts and skills by using relevant standard materials, i.e. worksheets, text problems, workbooks, teacher prepared exercises, etc.. Provide opportunities for students to practice new learning, perhaps in multi-modal ways (learning centers, games fostering skills development, etc.). Set high expectations for skills mastery. Use concept of mastery learning to determine if re-teaching is necessary and how it will be carried out. Students may create additional multi-modal practice for each other
Assessment: Quality of student work, perhaps an objective quiz.
EXTEND: Provide opportunity for students to design explorations of concept.
6. Extend: ex (out of) + tend (to stretch)
This is where innovation begins. Students know enough, have enough skills to begin the tinkering, playing with the content, the skills, the materials, the ideas, the wholes and the parts, the details, the data and the big picture, to make something of this learning for themselves, to be interpretive.
Objective: "Messing Around" (Adding Something of Themselves)
Activity: Encourage tinkering with ideas/relationships/connections. Set up situations where students have to find information not readily available in school texts. Provide opportunity for students to design their own open-ended explorations of the concept. Provide multiple options so students can plan a unique "proof" of learning. Require students to organize and synthesize their learning in some personal, meaningful way. Require students to begin the process of planning how their project will be evaluated, identifying their own criteria for excellence
Assessment: Students on-task behavior and engagement in their chosen options.
REFINE (Quadrant Four, Left Mode:Give guidance and feedback to student adaptations.
7. Refine: re (again) + fin (the end, limit, boundary). Stay first with the left mode again. The students have proposed an extension of the leaarning into their lives. They need to evaluate that extension.
Objective: Evaluating for Usefulness and Application
Activity: Give guidance and feedback to students' plans, encouraging, refining, and helping them to be responsible for their own learning. Help students analyze their use of the learning for meaning, relevance, and originality. Maintain high expectations for completion of chosen options. Help mistakes to become learning opportunities. Summarize by reviewing the whole, bringing students "full circle" to the experience with which the learning began
Assessment: Students' willingness and ability to edit, refine, rework, analyze, and complete their own work.
PERFORM: Establish atmosphere that celebrates sharing learning.
8. Perform: per (through) + form (form, shape. mold). Lastly, have your students perform: Here the content takes a new shape, as it is formed through the learners. Look for originality, relevance, new questions, connections to larger ideas, skills that are immediately useful, values confirmed or questioned anew.
Objective: Doing it Themselves and Sharing what they Do with Others.
Activity: Support students in learning, teaching, and sharing with others. Establish a classroom atmosphere that celebrates the sharing of learning. Have opportunity for students to practice new learnings . Make student learning available to the larger community, i.e. books students write are shared with other classes; students report in school paper; student work is displayed throughout the school; etc.. Leave students wondering (creatively) about further possible applications of the concept, extending the "what ifs" into the future.
Assessment: Students ability to report and demonstrate what they have learned. Expressions of student enjoyment in the sharing of their learning. Quality of student final products.
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