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Think of the range of instructional strategies available to Rosemary. Then answer each of the following questions.
Choose two strategies that would help her with the first of her concerns—with making sure that students understood the purpose of the puppets lesson. Compose an imaginary script of what she might say before, during, and after using the puppets in the way described.
Devise one way to modify the puppet activity so that it focused less on students’ knowledge of communication and more on students’ skills with communication.
Devise one additional activity to develop students’ skills with communication and their sense of responsibility for doing so. Outline each activity in point (or summary) form.
Comment briefly on how each of your answers above (to [link] , [link] , and [link] ) draws on principles and methods of major instructional strategies.
See also [link] , Planning instruction; [link] , Student diversity.
Mr Cullen teaches fifth grade at an urban elementary school, where one of the normal curriculum topics is about “where people live”. The general goal of the unit, as expressed in the curriculum framework document from the State Department of Education, is for students “to understand the nature and purposes of houses and how they are affected by the circumstances of their society”. To get started in planning the unit, Mr Cullen brainstormed the conceptual web of ideas and topics shown below as “Document 1” below. He also introduced students to making conceptual webs about houses, one of which is shown below as “Document 2”. Part way through the unit, in addition, he took the class on a simple field trip to look at the houses in the residential neighborhood near the school. His notes about that field trip are shown as “Document 3”.
Mr cullen’s conceptual map about houses
20 students walked about ½ mile around the neighborhood (30 minutes) and viewed approximately 100 houses in the process. Behavior during the walk was generally good.
Several questions asked by students (no particular order of importance):
Compare the concept webs of Mr Cullen and of the two students. Identify one topic or goal that appears to be a priority for all three individuals. Then devise a strategy or activity appropriate for teaching about this topic or goal. Use principles of instructional planning such as described in this chapter.
Identify a topic or goal that appears to be a priority only for Mr Cullen (i.e. that does not appear on either student’s concept web). Devise a strategy or activity appropriate for teaching about this topic or goal, taking into account the possibility that the students have less prior knowledge or motivation about this topic than about the one identified in [link] .
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