Lesson Outline January 12, 1998

---

Table of Contents

1. [Introduction]
2. [Assignments]
3. [Discussion of Readings]
4. [Activity 1]
5. [Activity 2]
6. [Activity 3]
7. [Activity 4]
8. [Important links]

---

 

Introduction:

1. Welcome to late comers
2. Photos of late comers

 

[top]

Assignments:

Assignment 1: Read: Introduction, Chapter 1 (Teaching and learning in communities); send your comments and reaction to email list.
Assignment 2: Read Articles on concept mapping. [Primary school] [Elementary school] [Middle school] [Additional references]
Assignment 3: Prepare for content of curriculum

 

 

[top]

 

 

Discussion: Readings (video) (Group session)

1. Open responses from students
2. Key Terms
   1. Practices, Resources
      (Discourse, material, tool-related,
      (language game
      (Implications of an epistemology of practice
   2. Communities of practice
      (Legitimate peripheral participation
      (Knowing, learning, and participation
      (Authenticity of practices [school vs non-school]
      (Actor networks
   3. Designing and Design
      (Designing as professional activity
      (Designing as learning context
3. Video
   1. Observation
   2. Reflection on video

 

 

 

[top]

 

Activity 1: Guided whole-class inquiry: pulleys; discussion; modeling.

1. Do pulley lesson with students
   (Simple machines, what are they for?)
   (How can we assess that they decrease effort?)
   (Pulley is a simple machine. Does it decrease effort in all cases?)
2. Physical set up in configuration 1.
3. [Transparency of configuration 1].
4. Weigh load = Effort without the machine.
5. Predict what the effort is with pulley.
6. Record predictions on transparency.
7. Why would you say so? (EXPLAIN, JUSTIFY, and ELABORATE)
8. Test predictions.
9. Is the result expected? Why (not)?
   • ------------
10. Physical set up in configuration 2.
11. [Transparency of configuration 2].
12. Predict what the effort is with pulley.
13. Why would you say so? (EXPLAIN, JUSTIFY, and ELABORATE)
14. Record predictions on transparency.
15. Test predictions.
16. Is the result expected? Why (not)?
    • ------------
17. Reflection
    (What did you think as you were in the experience?)
    (Why [not] would you use the sequence to introduce pulleys in this way?)
    (What are the problems with this type of activity?)
    (Problems with whole-class guided activities?)

 

[top]

 

 

Activity 2: Pulleys (video)

1. Overview ([Pulleys Curriculum Concept Map])
2. [Lesson Preparation]
3. Observe video from Grade 6-7 featuring whole class discussion
4. Relate your observation
5. What do you think went well?
6. What did not work? Why?

 

 

 

 

 

 

 

Activity 3:

1. Introduction to Design 1. [Lesson plan]
2. Inviting students to engage in design. [Invitation]
3. Helping students to organize their work: Design pad. [Design Pad]
4. Discussion
   (What might motivate a teacher to use such an RfP?)
   (How might students react?)
   (What kind of preparations might you need?)

 

 

 

[top]

 

 

 

 

Activity 4: Concept mapping: the curriculum.
(Example: [Pulleys Curriculum Concept Map])
([IRPs Water Grade 4])

1. Introduction to concept mapping
2. Brainstorm concepts to be included
3. Make a concept map in groups of 3
4. Scan a map, project it, and discuss concept map solutions

 

 

[top]

 

 

 

 

 

 

 

Important links:

[IRPs Science K-7]
[Science Education Associations]
[ AltaVista: Advanced Query] (Searching the net)

 

[top]