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ChildrensLit.InstructionalDesign.12

ChildrensLit.InstructionalDesign.12

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Published by sherrymi

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Published by: sherrymi on Jan 25, 2012
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07/27/2013

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Sherry Chlit’12
Option 2: INSIDERS – INStructIonal DEsign for Real StudentS
Purpose
 
To practice techniques for learning from your students how to teach them better.
 
To practice designing instruction based on students’ interests and abilities.
Big Question
: What literature should be taught to children? Why? How?
Process
1
.
Researching children
 
 
We will be collaborating with a 6
th
grade English teacher and her students. Over the course of the semester,we will gather information about children in order to A) learn about their literacy practices and B) designan instructional sequence based on their interests and strengths (see step 4). As a class we will
o
 
Design questions for children about their reading/writing habits and interests
o
 
Analyze the results of this survey
2
.
Selecting books based on research
:
 
Once we have the survey results, you will be assigned to a group of 4-5 students from one of Mrs.Ferguson’s classes. Then, you will use the survey results and online resources like Novelis K-8 and theYoung Adult Library Services Association (YALSA) website to select ~4 book options for your group.
3. Corresponding with online book clubs
 
You and your students will create an online book club on Goodreads.com. This platform will allow your students to choose one of the books you selected, to set a reading schedule, and to correspond with you andeach other as they read the book. Your job here is not to be “teacherly” and give assignments, but to engagestudents in real dialogue about their reading experience.
4
.
Designing instruction based on your experience
:
 
Towards the end of the semester, you will create plans for a series of imagined lessons with these students.This sequence must include at least two texts (not ones we’ve used in class) as well as the following parts:
o
 
 Rationale
– Which text(s) will you address with these students, and why?
o
 
 Big Question(s)
– What organizing inquiry will shape your lessons, and why?
o
 
 Assessment(s)
– What tasks would provide evidence of learning?
o
 
 Plans
– How will you break down the Big Question into objectives to address through activities?
Assessment
Criterion 4.0 3.0 2.0 1.0P
rocess
– 
All parts completed fully and on-time in professional manner 
 P
urpose – Thoroughly, clearly interprets steps 1 & 2 into exchanges and lessons
A
udience – Uses steps 1 & 2 to design lessons suited to children
G
enre – Uses techniques and conventions of the genre suited to the task 

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