Professional Documents
Culture Documents
G BY DESIGN
TEMPLATE
WHY DO STUDENTS NEED
STRUCTURE?
Students need to sense where they are
going and how they will get there when
reading content materials.
coherent insightful
justified significant
systematic illustrative
predictive illuminating
I Introduce
I Integrate
I Interact
EXAMPLE
Stage 1 Stage 2
Meet the standards… • Plan a diet for different kinds of
Students will understand essential
people in different kinds of settings.
concepts about nutrition and diet.
Students will use an understanding of
nutrition to plan appropriate diets for • Reveal an understanding that the
themselves and others food pyramid guidelines are not
Students will understand their own absolute but “guides” – and that
eating patterns and ways in which those there are other guides (as well as
patterns may be improved. contextual variables).
Understand that…
A balanced diet contributes to physical
• Carefully note and analyze that
and mental health. habits of others as well as oneself,
The food pyramid presents relative and make supported inferences
guidelines for nutrition. about why people eat the way they
Dietary requirements vary for do.
individuals based on age, activity level,
weight, and overall health.
Healthful requirement of an individual
to act on available information.
Stage 1 Stage 2
Thoughtfully consider the questions… That suggests the need for specific
What is healthful eating? tasks or tests like…
Are you a healthful eater? How would you Planning meals for divers groups.
know?
How could a healthy diet for one person
Reacting to excessively rigid or
be unhealthy for another?
loose dietary plans made by others.
Why are there so many health problems in Making a good survey of what
the Philippines caused by poor eating people actually eat and why.
despite all the available information?
Know and be able to… Quizzes: On the food groups and the
Use key terms – protein, fat, calorie, food pyramid
carbohydrate, cholesterol.
Identify types of foods in each food group
Prompts: Describe health problems
and their nutritional values.
Be conversant with the food pyramid
that could arise as a result of poor
guidelines.
nutrition and explain how these
Discuss variables influencing nutritional could be avoided; reflections on
needs. one’s own eating and those of
Identify specific health problems caused others.
by poor nutrition.
Stage 3: Learning Plan
Assignment or Homework
Describe health problems that could
arise as a result of poor nutrition and
explain how these could be avoided;
reflections on one’s own eating and
those of others.
1. CLINK AND CLUNK
Checking for understanding
Click and Clunk is an excellent means to
assess what information the students have
learned and what information needs to be
covered in more depth. This strategy
helps students recognize the information
they do not understand, and assists them
in getting the information they need. It
motivates students as they attempt to
increase the information they understand
(“clinks”) and decrease what they do not
understand (“clunks”).
Procedure
Have students create two columns on
their paper and label them “Clink” and
“Clunk.” Next, have the students read
a passage, then list what they really
understand (Clink) and what they do
not understand (Clunk). As a group,
discuss the “Clunks” and try to clarify
the information. This can be done
through direct teacher instruction or
by allowing students who understand
the issue to explain it to the class.
Assessment
After covering the material, discuss
the Clink-Clunk list again to see if all
the “Clunk” items can be moved to
“Clink.” Those terms in the “Clunk”
column that are clearly understood can
be moved to the “Clink” column and
any terms remaining in the “Clunk”
column should be explained further.
CIRCLE-SEAT-CENTER
Fostering Cooperative Learning
This strategy allows students to work in small
peer groups and go over all the information
the teacher would like to cover. The
strategy is an excellent way to reinforce
information in a variety of ways: The Circle
group focuses on verbal learning, the Seat
group focuses on visual learning, and the
Center group focuses on tactile learning.
This also allows students who learn through
different modalities the opportunity to learn
through their strength.
Procedure
First, instruct students to read the text.
Following this, divide the class into three
groups based on instructional needs. Give each
group an assignment: Circle, Seat, or Center.
The Circle group covers information in the text
with your assistance. The Seat group members
work individually or within their group to go
over the text information using worksheets and
study sheets. The Center groups works on
projects, individually or in the group, related to
the information covered in the text. After a
designated amount of time, students rotate to
another group.
Assessment
Use teacher observation of
information covered during
discussion, correct answers on
worksheets, and evaluation of
information covered in projects to
determine students’ level of
comprehension.
GROUP INVESTIGATION
Fostering Cooperative Learning
This strategy allows each student to be
personally responsible for a small portion of
the information that is covered. Although
students only study and present their
information, they must listen and pay
attention to the information presented by all
other students. This is effective because
students tend to like to listen to their peers.
This strategy is a powerful way to quickly
cover a large amount of information.
Procedure
Students work in groups of two to six
members. Discuss the main topic that
is being covered in class. Each group
then selects a subtopic related to the
main topic, and each group member
researches a portion of that topic.
Students share their information within
their group to assure they have
covered their individual topic well.
Each group then presents its
information to the entire class.
Assessment
Determine if complete and correct information
was given in the class presentations. A written
assessment also may be used.
JIGSAW
Evaporation,
Perspiration and
Transpiration
Precipitation
Collection
WATER
CYCLE
NATURAL WATER CONSERVATION
The earth has a limited amount of water.
That water keeps going around and around
and around and around and in what we call
the “Water Cycle”.
WATER
CYCLE
Collection
Precipitation
CLASSROOM
IMPLICATIONS
Background of experiences
Language facility
Interest
Social and emotional
development
Physical development
Intelligence
TEACHER-
TEACHER’S STUDENTS’
STUDENTS’
RESPONSIBILITY RESPONSIBILITY
RESPONSIBILITY
SCAFFOLDING
GRADUAL RELEASE OF
RESPONSIBLITY
MODELING
STUDENT
PRODUCTION
F E E D B A C K
LAW OF READINESS LAW OF PRACTICE LAW OF EFFECT
INPUT OUTPUT
LISTENING
SPEAKING
VIEWING
WRITING
READING
F E E D B A C K
COMPREHENSION PRODUCTION
CONCLUSIONS
CONCLUSIONS
Knowledge is constructed, largely by
children. Teacher as literate adult,
modelling and scaffolding.