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Cognitive Lesson Plan Cognitive Lesson Plan Form Teacher: Anne Blake Date: 5/2/12 School: Traut Grade Level

: Preschool Content Area: Cognitive Title: Outer Space Simon Says Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: Students can travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space.

Inquiry Questions: Which movements are easy to control when in a large group? Why is a certain amount of space needed between members of a group while the group is moving? Concepts and skills students master: Students will begin to understand the need for personal space during active games Evidence Outcomes: Every student will be able to: Move safely while participating in an outer space Simon Says game. Assessment of Evidence Outcomes: Teacher will take pictures as the game ensues, monitoring the children’s conversations and actions, watching how they use their space and keep each other safe while participating. Planned Lesson Activities Activity Name Outer Space Simon Says

Approx. Time

~ 15 minutes

Anticipatory Set

The teacher will lead the students into the indoor recreation room, and then explain to them that they will be playing a special version of Simon Says called “outer Space Simon Says” 1. Input: The teacher will tell the kids that they will be using some special actions while they play the Outer Space version of Simon Says, and that the kids need to spread out in order to give themselves enough room to move and keep themselves safe. 2. Modeling: The teacher will show model the actions that will be used during the game to the kids. These actions include… · Black Hole- hold arms out to the side of the body and spin in a circle · Astronaut- slow, floating steps · Shooting star-twinkling motions with the hands, and running in small circles · Blast off- Crouch on the ground and pretend to be a rocket ship blasting off

Teaching/ Presentation: Direct Instruction

helping them ensure that they give their friends and themselves enough space to safely participate in the game. The children Ample space for the children to move around Differentiation To modify: If the activity is too advanced for a child. the children will be released to other activities. Teacher will take pictures as the game ensues. they could be asked to call out the actions.Astronaut!!) and watch the children. the teacher will gather the students and discuss the game. what their favorite part of the game was. Closure Materials The teacher will give the children a verbal cue that the game is coming to an end.3. At the end of the game. After the discussion. Assessment . The teacher will practice with the children until they have a firm understanding of the actions and are ready to proceed onto the real game. Questioning Strategies: · Do you remember what we have learned about outer space this week? · Why do we have to give ourselves a personal bubble while playing this game? · What could happen if we were too close together when we played this game? Teaching Strategy:Guided Practice The teacher will call out the previously practiced actions (Simon says….. reminding them of the motions they need to do if they forget them Teaching The game will be played multiple times throughout the course of the week. 4. such as “two more minutes and we’re going to move on”. Checking for Understanding: The teacher will ask the students to practice performing the above motions as she calls out their names. monitoring the children’s conversations and actions. helping Strategy:Independent the kids continue to learn the motions and practice giving and maintaining their own Practice personal space while playing games. or to help brainstorm other outer space actions that could be added to the game. watching how they use their space and keep each other safe while participating. and to talk about how come it was important to keep themselves safe by maintaining their “personal bubble”. they may need help from the other adults in the classroom To extend: If the activity is too easy for a child.

Second. [ back to top ] What are the critical elements of this strategy? . Constructivists would argue that in a school class not all children learn the same thing. However. Barfurth (1995) concluded that children’s disagreements: can be viewed as a legitimate source of collaboration. agree that the child is both determined and a determiner of knowledge and understanding. appear to hold an important role in active learning. The process of constructing knowledge is an active one (going out and interacting with the environment and constructing it yourself). each individual makes cognitive gains which can subsequently influence problem solving. What are they?      First. Looking at children’s conflict (which has its roots inPiagetian thinking (Littleton 1995)) and disagreements (where children consider the other’s point of view). Metacognitive strategies include the student's thinking as well as their physical actions. Piaget Vygotsky and Bruner. by seeing an alternative way of tackling a problem. metacognitive strategies are taught using explicit teaching methods. Conflict Barfurth (1995) recognises the importance of learners actively constructing their knowledge as suggested by the theoretical viewpoint of constructivism.The Constructivist Approach Constructivist This approach represents a combination of both genetic pre-programming and environmental adaptation or experience where the child actively constructs a version of reality from his/her unique experiences. Metacognitive strategies are memorable and it must accurately represent the learning task. The important thing for educators is to ascertain what each child knows and then plan learning programmes for each child or follow the child’s lead. a metacognitive strategy is a memorable "plan of action" that provides students an easy to follow procedure for solving a particular math problem. Learning is a function of the natural and continual variability in the world and variable action upon it. they place different emphasis on the direction of the relationship. Some of the most common metacognitive strategies come in the form of mnemonics which are meaningful words where the letters in the word each stand for a step in a problem-solving process or for important pieces of information about a particular topic of interest. Thus. can be both constructive and productive in the learning process. All three constructivist theorists. Metacognitive Strategies Purpose The purpose of Teaching Metacognitive Strategies is to provide students explicit teacher instruction for a specific metacognitive (learning) strategy.

Metacognitive strategies are accurate and efficient procedures for specific math problem-solving situations. Provides students who have memory problems an efficient way to retrieve from memory information they have learned. Helps students move from concrete and representational understanding to abstract understanding. . store.) 3. [ back to top ] How Does This Instructional Strategy Positively Impact Students Who Have Learning Problems?     Provides students an efficient way to acquire. Implicitly model using the strategy when performing the corresponding math skill in class. Ensure they understand both the strategy and how to use it. Provide timely corrective feedback and remodel use of strategy as needed. Describe and model the strategy at least three times. and express math-related information and skills.) 7. Provide students with strategy cue sheets (or post the strategy in the classroom) as students begin independently using the strategy. 2. 6. 5. Check student understanding. [ back to top ] How do I implement the strategy? 1. (*Some students will benefit from a "strategy notebook" in which they keep both the strategies they have learned and the corresponding math skill they can use each strategy for. Students need ample practice opportunities to master use of a metacognitive strategy. Metacognitive strategies incorporate both student thinking and student actions necessary for performing target math skill. Metacognitive strategies are memorable. Use those instructional components emphasized in explicit teacher modeling (see the instructional strategy Explicit Teacher Modeling. 4. Make a point of reinforcing students for using the strategy appropriately. Student memory of a metacognitive strategy is enhanced when students are provided with individual strategy cue sheets and/or when the metacognitive strategy is posted in the classroom. Choose an appropriate metacognitive strategy for the math skill (For a list of metacognitive strategies by math concept area clickVideos and Resources on the top menu. Facilitates independence by those learners who are typically dependent on high levels of teacher support.The following list includes critical elements of Teaching Metacognitive Strategies:        Metacognitive strategies are taught using explicit teaching methods (see Explicit Teacher Modeling). Monitor student use of strategies and reinforce their appropriate use of strategies. Provide ample opportunities for students to practice using the strategy. 8. then click Metacognitive Strategies). Fade the use of cues as students demonstrate they have memorized the strategy and how (as well as when) to use it.

This was observed in a Grade 6 science class. Tivoli) Focus Question: • For a highly interactive class. A tape recorder was hidden under the demonstration table. She conducted a discussion of the lesson for forty minutes. all of which are of the “what type”. what are the various types of questions asked? • What are some questioning skills that teachers should develop to generate interaction? • How can a teacher improve his/her questioning skills? • What are some effective reacting techniques? • Introduction • A study was once conducted to find out how teachers ask questions. She was able to ask 29 questions.Effective Questioning and Reacting Techniques (Rowena M. .

value and choice. For Verification It determines the exactness or accuracy of the result of an activity or performance. Example: why was our fourth secretary of the department of agriculture successful with the small landowners? How can we apply the law of conservation of energy? For Motivating Before discussing the lessons. The conclusions is arrived at after weighing evidence or establishing a pattern out of a recorded tabulation of data. In attempts to put students in the right mood. Example: was your teachers slide presentation well done? For Productive Thinking It includes cognitive reasoning. Example: how will you present the layers of the earth to your class? Simulate the eruption of Mt. Here are some: For Assessing Cognition This type of question is used to determined one’s knowledge in understanding. it takes the form of a problem at the start of a n investigation or query about a current issue such as time or classroom management. Mayon. a policy or a person. a number of questions about the topic can serve to arouse their interest and focus attention. Divergent questions and open-ended inquiries call for analysis and evaluation. Examples: What was the temperature range yesterday? What insect transmits dengue fever? What part of a plant serves as its factory? High level questions call for higher-coder thinking ability. a purpose or an argument. It also asks personal opinion about an event. Example: was the weight of liquid displace exactly the same as the weight of the object immersed in it? Why is lightning seen before the thunder is heard? For Creative Thinking It probes into one’s originality. Example: would you like to know how your favorite flower can remain fresh longer? Did you ever train a pet? For Instructing • • • • • • • • • • • • • • • • . It is the question. Hence. The kind of question we ask varies according to purpose. But has the teacher helped develop the pupils thinking skills? • • • The kind of questions we ask determine the level of thinking we develop. In teaching. A daily lesson seldom without even a single question. Example: what is likely to happen if the ozone layer of the atmosphere continues to deteriorate sound heard louder when under water than out of it. stated in any form that unlocks thinking. It analyses facts. The question may ask for pupils own ideas or new ways of doing things. recognizes patterns or trends and invokes memory and recall. it is integral in the teaching practice. It is simply an inquiry about something. They were simple recall. It is a statement that demands an explanation. Example: how can you demonstrate soil-less gardening? For Evaluating It elicit responses that include judgment. They promote high level thinking. They require responses of the simple recall or memory type of answers. “Why” and “how” questions require analysis of observations. Low level questions demand low level responses. Examples: Why does temperature continue to rise from early morning till about noontime? How does the hydrologic cycle occur? A question is taken as a request for information.Maybe they were all answered.

In most cases they are able to think of the best answer.this means asking divergent questions to develop higherorder thinking skills. Examples: What is the relation between the distance of a planet and its period of revolution? Why does temperature rise towards noontime? Divergent Questions They require the respondent to think in” different directions”. guides and advise on what and how to do an activity. An example is “what is the process of food manucfacture that takes place in plant called?” Divergent question are open and may have more than acceptable answer. Example: what are the steps in performing an experiment? As to level. Usually there is a need to revise or improve the questions of it proves difficult at the moment. Example: What is your evaluation of our manner of election in the country? • Asking non directing question . • Call in non-volunteers – Don’t just call on those who raise their hands. Examples of questions that require abstract thinking is “What meaning can you derive from the data presented in the graph? What generalization can you draw from the data presented? Asking open-ended questions. simplify it or ask it in another way. c.• • • • • • • • • • • The questions asks for useful information.) the level of difficulty of the questions.) the intellectual ability of the respondents. Example: Why are you voting for him? What will happen if you leave it under direct sunlight for a week? Questioning Skills Class interaction is dependent on your questioning skills.Pose the question first. Example: Define energy. An average of 2 to 5 seconds is sufficient for “what” questions and about 5 to 10 seconds for “why” and “how questions. evaluate and solve problems. to think of alternative actions or to arrive at own decision.if you sense a question was not understood. This is the time when she waits for an answer.Wait time refers to the pause needed by the teachers after asking a question. Don’t direct your question to just one students. A number of things to consider are: a. The follow-up questions can lead to extended ideas instead of short memory is asking related questions one from simple to complex one after another. Direct the question to all. Convergent questions Convergent questions have only one acceptable correct answer.) the type of response required. High Level Questions These questions call for a respondent’s ability to analyze. What skills should you acquire to generate interaction among your student? Varying type of question – ask convergent.This means going beyond simple recall questions. A long pause would encourage the second wait time. Rephrasing . A longer pause would encourage the students to continue thinking. Allowing for sufficient wait time. divergent and evaluating question. It directs. This is a second wait time. Low level Questions They include memory questions or those that require simple recall. There are several possible answers. Sequencing logically. Providing sufficient wait time can achieve the following: • • • • • • • • . State the first Law of Motion. b. Requiring abstract thinking. question can either below or higher level.) the background knowledge of the respondents and d. Example: “how can the government most effectively enforce law against water pollution?” an evaluate question requires judgement concerning the subject focus. then call on a student to answer.

Don’t just call on students on students who raise their hands. *Encourages the students to ask their own questions. . you can sense who among your students would like to recite. Assessing comprehension. Widen participation. Now and then find out if your students are with you. Involving as many as possible. Give students enough time to think about the answers. By their facial expressions.distribute your questions to as many students.ask questions to test comprehension.• • • • • • • • • • • *Motivates slow thinking students to respond *Improves the quality of the responses made *Decreases the amount of guessing or wrong inferences *Increases the number of correct responses’ *Leads the teacher to vary her questions *Provides the time for the teachers to evaluate the answers given.