3b.AppliedChildDevelopment.Undergraduate.ClassSession.SRL.AdaptiveLearning.Skit.Activity
5
Group 1 Tasks: (Zimmerman) 1. Create a slide with a working definition of forethought / planning phase. How does forethought promote learning? 2. Create two skits 1 to demonstrate a "failure of forethought" and another to demonstrate "successful forethought" 3. Identify a videographer for the group who will 'capture' the videos on their iPad mini. 4. Create a slide that provides strategies teachers/parents can use to develop forethought skills in the elementary age child. Group 2 Tasks: (Zimmerman) 1. Create a slide with a working definition of performance / monitoring phase. How does forethought promote learning? 2. Create two skits 1 to demonstrate a "failure of monitoring" and another to demonstrate "successful monitoring. 3. Identify a videographer for the group who will 'capture' the videos on their iPad mini. 4. Create a slide that provides strategies teachers/parents can use to develop monitoring skills in the elementary age child. Group 3 Tasks: (Zimmerman)
-
Upload
heather-a-davis -
Category
Education
-
view
64 -
download
0
description
These are the Class Session Power Point Files for my EDP 370: Applied Child Development Course: Unit 3 on the nature of conceptual development and conceptual change. In this unit, we specifically focus on the Schema Theory and Self-Regulation Theory. This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills. Flipped Videos can be accessed via the course ebook: https://itunes.apple.com/us/book/edp-370-handbook/id705427002?mt=11
Transcript of 3b.AppliedChildDevelopment.Undergraduate.ClassSession.SRL.AdaptiveLearning.Skit.Activity
Group 1 Tasks: (Zimmerman)
1. Create a slide with a working definition of forethought / planning phase. How does forethought promote learning?
2. Create two skits 1 to demonstrate a "failure of forethought" and another to demonstrate "successful forethought"
3. Identify a videographer for the group who will 'capture' the videos on their iPad mini.
4. Create a slide that provides strategies teachers/parents can use to develop forethought skills in the elementary age child.
Group 2 Tasks: (Zimmerman)1. Create a slide with a working definition of performance / monitoring phase.
How does forethought promote learning?2. Create two skits 1 to demonstrate a "failure of monitoring" and another to
demonstrate "successful monitoring.3. Identify a videographer for the group who will 'capture' the videos on their
iPad mini.4. Create a slide that provides strategies teachers/parents can use to develop
monitoring skills in the elementary age child.
Group 3 Tasks: (Zimmerman)1. Create a slide with a working definition of evaluation/reflection phase. How
does forethought promote learning?2. Create two skits 1 to demonstrate a "failure of reflection" and another to
demonstrate "successful reflection" (Consider the criteria for our rubric. What are the critical components of "productive" reflection?)
3. Identify a videographer for the group who will 'capture' the videos on their iPad mini.
4. Create a slide that provides strategies teachers/parents can use to develop productive reflection skills in the elementary age child.
Group 4 Task: (Rohrhemper & Corno)Create a slide with a working definition of "uninformative success". How does uninformative success hinder conceptual development / the development of adaptive learning skills?Create two skits 1 to demonstrate a "uninformative success" and another to demonstrate "meaningful learning" from successes. Identify a videographer for the group who will 'capture' the videos on their iPad mini.Create a slide that provides strategies teachers/parents help children learn from their successes?
Group 5 Task: (Rohrhemper & Corno)Create a slide with a working definition of "functional failure". How does functional failure promote conceptual development / the development of adaptive learning skills?Create two skits 1 to demonstrate a "uninformative failure" and another to demonstrate "functional failure". Identify a videographer for the group who will 'capture' the videos on their iPad mini.Create a slide that provides strategies teachers/parents help children cope with and learn from failure?What are some guidelines for teachers to use when building "functional failures" into their lesson plans?
Group 6 Task: (Rohrhemper & Corno)1. Create a slide with working definitions of "adaptive learning" and "adaptive
teaching". 2. Create two skits:
Skit 1: Demonstrate "adaptive learning" in the face of challenges. What kinds of strategies might a student need to employ to be successful on a challenging task. Be sure to have a narrator summarize at the end, the strategies the student employed.
Skit 2: Demonstrate "adaptive teaching" in the face working with a challenging student. What kinds of strategies might a teacher need to employ to be successful with the student? Be sure to have a narrator summarize at the end, the strategies the teacher employed.
3. Identify a videographer for the group who will 'capture' the videos on their iPad mini.
4. Create a slide that provides strategies teachers/parents help children learn from their successes?
