KNILT - Recent changes [en]

LESSON ONE ... BLOGGERY

2009-11-23T04:22:10Z

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	Back to ... [[UNIT ONE ... BLOGORAMA]]		Back to ... [[UNIT ONE ... BLOGORAMA]]

-	Go to ... [[Scott Graham]]	+	Back to ... [[Scott Graham]]
		+
		+	Go to ... ''[[LESSON TWO ... BLOGSTRUCTION]]''

LESSON TWO ... BLOGSTRUCTION

2009-11-23T04:17:36Z

New page

== ''''' Blogstruction ''''' ==

'''Standard/Unit Goal:'''

How does one create a blog?

'''Performance Objective:'''

(What will the students know and/or be able to do by the end of this lesson?)

Given information about the process of creating a blog, students will be able to create their own blog and navigate through it, and other’s blogs, as demonstrated through the creation of their own blog.

'''Prerequisites:'''

(How can we connect prior learning and be sure students have the knowledge necessary for success?)

Students will have a working knowledge of a computer. This will be formatively assessed based on student’s abilities to turn on the computer, log-in, and navigate through the instructions of the first prompts. They will also have a sense of blogging responsibilities, as well as the importance of blogging as an educational tool.

'''Cue set:'''

(How will I motivate the students to learn and focus them on the goal?)

1. Students will be asked to write a reaction to the question “Why do I want to do a Global History blog?” and inform them that they will be beginning to create one today.

2. I will solicit answers from around the room in order to facilitate discussion.

'''Best Shot:'''

(What is the best way to teach the most new material to the most students in an actively engaging manner? What two modes am I using to reach various learning styles?)

1. I will ask students to go to http://classweb.gmu.edu/nccassess/tech-resources/blogger.com-instructions/ in order to read the instructions of blogging while I model it on the projection screen.

2. I will then ask students to begin at step one and start to create their own blog.

3. I will ask them after creation, when we get to step 10, to write their response to the cue set question as their first text.

'''Guided Practice:'''

(While students are actively practicing/using their knew knowledge, can I assess their understanding of the content?)

I will manage the room while students create their blogs,guiding them through the creation when necessary.

'''Closure: '''

(Am I closing the lesson so that every student is engaged, and is demonstrating new learning they have acquired?)

Students will present their blogs to the class.

'''Independent Practice:'''

(Are the students being held accountable for new learning?)

Students will give me their blog title and their URL in so that I will be able to monitor their progress. This list will also be types out and given to the class so that they can communicate with, and collaborate with, each other.

'''Adaptations/Enrichments/Extensions: '''

(Have I accounted for the special needs of my students on all ends of the learning spectrum?)

Depending on needs assessment, I will determine the necessity to go through the entire process, one direction at a time, with students. This will be accomplished by modeling the creation of my own blog in front of the students.

'''Formal Assessment: '''

(Is my formal assessment aligned with my lesson goals and standards?)

Students will be formatively assessed based on their participation in the classroom discussion. They will also be assessed based on the creation of their own blog.

Back to ... [[UNIT ONE ... BLOGORAMA]]

Back to ...[[Scott Graham]]

LESSON ONE ... BLOGGERY

2009-11-23T04:02:08Z

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	Students will be formatively assessed based on their participation in both of the classroom discussions. They will also be assessed based on the completion of the homework assignment, and later in the creation of their own blog.		Students will be formatively assessed based on their participation in both of the classroom discussions. They will also be assessed based on the completion of the homework assignment, and later in the creation of their own blog.

-	[[UNIT ONE ... BLOGORAMA]]	+	Back to ... [[UNIT ONE ... BLOGORAMA]]
		+
		+	Go to ... [[Scott Graham]]

Scott Graham

2009-11-23T04:00:46Z

NEEDS ASSESSMENT:

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	only a few students engaging in meaningful discussionis a classroom which centers on the needs of those		only a few students engaging in meaningful discussionis a classroom which centers on the needs of those
	students. A lack of classroom interaction among students can lead to a more instructor-centered classroom. [[http://thejournal.com/Articles/2009/09/16/Social-Networking-in-Schools-Incentives-for-Participation.aspx?Page=1]]		students. A lack of classroom interaction among students can lead to a more instructor-centered classroom. [[http://thejournal.com/Articles/2009/09/16/Social-Networking-in-Schools-Incentives-for-Participation.aspx?Page=1]]
		+

	'''Objectives for New Learning'''		'''Objectives for New Learning'''
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	the process through which students will have access to the blog.		the process through which students will have access to the blog.
	* Students must be motivated to participate in this kind of interaction.		* Students must be motivated to participate in this kind of interaction.
-
-
-

	== ''Performance Objectives'' ==		== ''Performance Objectives'' ==

UNIT ONE ... BLOGORAMA

2009-11-23T03:58:27Z

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-	[[LESSON ONE ... BLOGGERY ]]	+	''[[LESSON ONE ... BLOGGERY ]]''

	This lesson is an initial lesson about the use of technology within the classroom.		This lesson is an initial lesson about the use of technology within the classroom.
	It attempts to move the student thorugh thinking about the ways in which they learn		It attempts to move the student thorugh thinking about the ways in which they learn
	to the importance of collaboration in the classroom.		to the importance of collaboration in the classroom.
		+
		+
		+	''[[LESSON TWO ... BLOGSTRUCTION]]''
		+
		+	This lesson is intended to guide students through the process of the physical production
		+	of their own blog. This is a cognitive process which is intented to increase student
		+	understanding thorugh interactive collaboration.
		+
		+
		+	Back to ... [[Scott Graham]] home page

LESSON ONE ... BLOGGERY

2009-11-23T03:44:35Z

BLOGGERY:

New page

== '''''BLOGGERY''''' ==

'''Standard/Unit Goal:'''

How do students see themselves as learners? What are the responsibilities of a blogger?

'''Performance Objective:'''

(What will the students know and/or be able to do by the end of this lesson?)

Given information about the process of creating a blog, students will be able to create their own blog and navigate through it, and other’s blogs, as demonstrated through the creation of their own blog.

'''Prerequisites: '''

(How can we connect prior learning and be sure students have the knowledge necessary for success?)

Students will have a working knowledge of a computer. This will be formatively assessed based on student’s abilities to turn on the computer, log-in, and navigate through the instructions of the first prompts.

'''Cue set:'''

(How will I motivate the students to learn and focus them on the goal?)

1. I will hand students an Admit Slip and ask them to take notes while watching the video A Vision of Students Today, which can be found at http://www.youtube.com/watch?v=dGCJ46vyR9o , on the projection screen.

2. I will then put up the prompts “do you think that this is an accurate vision of students today?” and “what does this vision mean for learning in a classroom?” and ask students to take 7 minutes to write down their answers to the prompts.

3. We will then discuss their responses, creating a collective picture of the needs of a classroom.

'''Best Shot:'''

(What is the best way to teach the most new material to the most students in an actively engaging manner? What two modes am I using to reach various learning styles?)

1. First, I ask students “What is a blog?” and have them write their answers down in order to facilitate discussion.

2. After 5 minutes, we will share our understanding of a blog, including a survey of how many students currently engage in blogging.

3. I will then ask students to go to 3 different blogs, and write down their observations of those blogs.

4. I will then break students into groups of 3-4 and have them contemplate the question “What are the responsibilities of bloggers?”

5. I will inform them that they are to come up with a list of rules for responsible blogging in our classroom, and that they will have to share-out with the rest of the class.

'''Guided Practice:'''

(While students are actively practicing/using their knew knowledge, can I assess their understanding of the content?)

I will manage the group discussions by going around the room and listening to their discussions, and commenting as if I were involved in their group.

'''Closure:'''

(Am I closing the lesson so that every student is engaged, and is demonstrating new learning they have acquired?)

Students will share their list of responsible blogging rules, which I will then post on the WIKI. I will explain that students may edit these rules in order to come up with a more complete list if necessary.

'''Independent Practice:'''

(Are the students being held accountable for new learning?)

For homework, students will be asked to write a paragraph about something that they would be interested in blogging about, as well as the responsibilities that may be involved in that blog.
Adaptations/Enrichments/Extensions: Have I accounted for the special needs of my students on all ends of the learning spectrum?

'''Formal Assessment:'''

(Is my formal assessment aligned with my lesson goals and standards?)

Students will be formatively assessed based on their participation in both of the classroom discussions. They will also be assessed based on the completion of the homework assignment, and later in the creation of their own blog.

[[UNIT ONE ... BLOGORAMA]]

Using VoiceThread as a Tool for Language Learning

2009-11-23T03:39:47Z

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-	~~Return to [[Barbara~~'~~s Portfolio Page]]~~	+
		+	== ''' Introduction''' ==
		+
		+	==='''Learning Outcomes'''===
		+
		+	==='''Performance Objectives'''===
		+
		+	==='''Prerequisite Skills'''===
		+
		+	==='''Instructional Curriculum Map'''===
		+
		+
		+	== '''Instruction''' ==
		+
		+	==='''Unit 1: Introducing the Future Verb Tense in Spanish'''===
		+
		+	====Learning Outcomes====
		+	====Performance Objectives====
		+	====Prerequisites====
		+	====Learning Activities====
		+
		+	==='''Unit 2: Planning and Producing a Spanish VoiceThread Conversation'''===
		+
		+	====Learning Outcomes====
		+	====Performance Objectives====
		+	====Prerequisites====
		+	====Learning Activities====
		+
		+
		+	==='''Unit 3: Generating Classroom VoiceThread Discussions in Spanish'''===
		+
		+	====Learning Outcomes====
		+	====Performance Objectives====
		+	====Prerequisites====
		+	====Learning Activities====

UNIT ONE ... BLOGORAMA

2009-11-23T03:31:26Z

New page

[[LESSON ONE ... BLOGGERY ]]

This lesson is an initial lesson about the use of technology within the classroom.
It attempts to move the student thorugh thinking about the ways in which they learn
to the importance of collaboration in the classroom.

Scott Graham

2009-11-23T03:26:02Z

TASK ANALYSIS AND SEQUENCING:

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-	== ''TASK ANALYSIS AND SEQUENCING'' ==	+	== '''''TASK ANALYSIS AND SEQUENCING''''' ==


	----		----
		+
		+	----
		+
		+
		+
		+	[[ UNIT ONE ... BLOGORAMA ]]
		+
		+	[[ UNIT TWO ... THE ARAB-ISRAELI CONFLICT ]]
		+
		+	[[ UNIT THREE ... THE SOLUTION ]]

Barbara's Portfolio Page

2009-11-23T03:03:31Z

Activities:

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	===Activities===		===Activities===

-	'''Lesson 1:''' Introduction to the future tense verb endings	+	===='''Lesson 1''': Introduction to the future tense verb endings====
	*construction of a fill-in graphic organizer showing the appropriate verb endings for the future tense		*construction of a fill-in graphic organizer showing the appropriate verb endings for the future tense
-	*~~Use~~ of flash cards for practicing future verb tense with an array of verb types and conjugates	+	*use of flash cards for practicing future verb tense with an array of verb types and conjugates

-	== '''UNIT 2: Planning and Producing ~~Your~~ Spanish VoiceThread Conversation''' ==	+	===='''Lesson 2''': Speaking and Listening practice using the future tense====
		+	*listening practice using authentic materials in the future tense
		+	*conversational practice using the future tense in classroom conversations
		+
		+	===='''Lesson 3''': Reading and writing practice using the future tense====
		+	*reading practice using authentic materials in the future tense
		+	*writing practice using the future tense in sentences and short essays
		+
		+	== '''UNIT 2: Planning and Producing a Spanish VoiceThread Conversation''' ==


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	===Activities===		===Activities===
		+
		+	===='''Lesson 1''': What is VoiceThread and how does it work?====
		+	*Introduction to the structure and use of VoiceTherad
		+	*Exploring the use of VoiceTread in the Spanish Classroom
		+	*Recording voice and text in VoiceThread
		+
		+	===='''Lesson 2''': Brainstorming and construction of a VoiceThread Conversation: Como sera el mundo en el futuro?====
		+	*Constructing a common theme conversation in VoiceThread: Classroom practice
		+	*Writing responses to questions using the future tense in Spanish


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	===Activities===		===Activities===
	'''		'''
		+	===='''Lesson 1''': Composing and recording oral responses in VoiceThread====
		+	*producing oral comments in VoiceThread

		+	===='''Lesson 2''': Composing and producing written responses in VoiceThread====
		+	*producing written comments in VoiceThread

		+	===='''Lesson 3''': Student practice as VoiceThread discussion facilitators====
		+	*classroom assessment, evaluation and discussion of project
		+	*student-led facilitation of VoiceThread conversation

	== Resources ==		== Resources ==

The 7E Model

2009-11-23T02:37:12Z

Learning Activities:

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	'''Activity 2: '''		'''Activity 2: '''
-	Now that you know the ins-and-outs of the 7E model we can take a look at ~~a unit that uses~~ the ~~7E model~~. ~~While reading~~ through the ~~lesson, not where the different parts of the model are. Consider~~ the following questions.	+	Now that you know the ins-and-outs of the 7E model we can take another look at the "Earth is Flat" video. Go through the video again and answer the following questions.

	Are all parts of the 7E model present?		Are all parts of the 7E model present?
		+	How is each part addressed in the lesson?
		+	Would you suggest doing anything differently?

	=='''Reflection'''==		=='''Reflection'''==

Barbara's Portfolio Page

2009-11-23T02:33:54Z

Activities:

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	===Activities===		===Activities===

-	Lesson 1: Introduction to the future tense verb endings	+	'''Lesson 1:''' Introduction to the future tense verb endings
	*construction of a fill-in graphic organizer showing the appropriate verb endings for the future tense		*construction of a fill-in graphic organizer showing the appropriate verb endings for the future tense
	*Use of flash cards for practicing future verb tense with an array of verb types and conjugates		*Use of flash cards for practicing future verb tense with an array of verb types and conjugates

The 7E Model

2009-11-23T02:32:33Z

Learning Activities:

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	'''Activity 2: '''		'''Activity 2: '''
		+	Now that you know the ins-and-outs of the 7E model we can take a look at a unit that uses the 7E model. While reading through the lesson, not where the different parts of the model are. Consider the following questions.

-		+	Are all parts of the 7E model present?
-		+
-	~~'''Activity 3: '''~~	+

	=='''Reflection'''==		=='''Reflection'''==

User talk:Jz833665

2009-11-23T02:30:52Z

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	Please talk to me here if you need.		Please talk to me here if you need.

-	~~test uit~~	+
		+	Thanks for the info. Yes, I have several videos I have yet to put on each unit. I also just figured out how to read your comments so I didn't realize you commented on the references:). I will add them tomorrow with more of the videos and other links as well(SORRY). Wasn't sure I needed the the seperate page for the project but will do that as well. Also, Do I need to put the prereq's, Needs ass. etc. in the project or can they stay on the portfolio page they are on?
		+	Thanks again for you guidance:)
		+	I will do more when I get home from work tomorrow evening:)
		+	Sandy

Barbara's Portfolio Page

2009-11-23T02:29:55Z

Activities:

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	'''		'''

-	~~'''~~Objectives~~'''~~	+	===Objectives===
-		+	#Students will be able to recognize verb endings associated with the future tense in -ar, -er and -ir verbs
-	~~'''Activities'''~~	+	#Students will be able to aurally understand verbs spoken in the future tense
		+	#Students will be able to use the future tense conjugation in conversation with peers
		+	#Students will be able to identify passages written in the future tense
		+	#Students will be able to write simple essays using the future tense

		+	===Activities===

		+	Lesson 1: Introduction to the future tense verb endings
		+	*construction of a fill-in graphic organizer showing the appropriate verb endings for the future tense
		+	*Use of flash cards for practicing future verb tense with an array of verb types and conjugates

	== '''UNIT 2: Planning and Producing Your Spanish VoiceThread Conversation''' ==		== '''UNIT 2: Planning and Producing Your Spanish VoiceThread Conversation''' ==


-	~~'''~~Objectives~~'''~~	+	===Objectives===
		+	#Students will examine the structure and functions of VoiceThread 2.0 technology
		+	#Students will practice with the various functions on VoiceThread for recording responses
		+	#Students will brainstorm, discuss, and collaborate on responses to the questions posed in Spanish on the future of the world
		+	#Students will compose individual, written responses to four specific questions using the future tense in Spanish

-	~~'''~~Activities~~'''~~	+	===Activities===


	'''		'''
		+
	== '''UNIT 3: Generating Classroom VoiceThread Discussions in Spanish''' ==		== '''UNIT 3: Generating Classroom VoiceThread Discussions in Spanish''' ==
	'''		'''

-	~~'''~~Objectives~~'''~~	+	===Objectives===

-	~~'''~~Activities~~'''~~	+	#Students will create two voice recorded responses using the future tense in Spanish in response to two specific questions about the future of the world
		+	#Students will create two written responses using the future tense in Spanish in response to two specific questions about the future of the world.
		+	#Students will assess the quality of the produced VoiceThread as a tool for learning language
		+	#Students will create and facilitate further discussion in the class-created VoiceThread by adding more conversational content
		+
		+	===Activities===
	'''		'''


-	~~'''~~Resources~~'''~~	+
		+	== Resources ==
		+

	Ducate, L. and Lomica, L. (2009).Podcasting: An Effective tool for Honing Language Students' Pronunciation?. ''Languge Learning and Technology'',October 2009, Vol. 13. No. 2. pp. 66-86.		Ducate, L. and Lomica, L. (2009).Podcasting: An Effective tool for Honing Language Students' Pronunciation?. ''Languge Learning and Technology'',October 2009, Vol. 13. No. 2. pp. 66-86.

The 7E Model

2009-11-23T02:03:08Z

Learning Activities:

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	=='''Learning Activities'''==		=='''Learning Activities'''==
	'''Activity 1: Introduction'''		'''Activity 1: Introduction'''
		+
		+	Consider the following questions while reading about the 7E model.
		+
		+	What are the seven parts of the model?
		+	What purpose does each step serve?
		+	How does this relate to fostering conceptual change?

	Read: [http://www.its-about-time.com/htmls/ap/eisenkrafttst.pdf]		Read: [http://www.its-about-time.com/htmls/ap/eisenkrafttst.pdf]
		+
		+

Barbara's Portfolio Page

2009-11-23T01:54:02Z

Needs Assessment:

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	'''		'''

-	~~'''~~===Instructional Problem===~~'''~~	+	===Instructional Problem===

	A basic lack of Spanish speaking knowledge and skills prevents most students from actively embracing second language learning. The difficulty arises because learning a second language later in life is different than learning to speak as a small child. The process of informational analysis which develops during the stages of adolescence, makes many students reject the inconsistencies of other languages and label the process of learning as 'difficult'. Because no such linguistic process of discrimination is in place when we teach small children, they readily learn their native language, as well as any others that may be spoken in the home on a regular basis. Teaching a second language to adolescents requires a different approach that allows for total engagement of interest, while providing learning opportunities that incorporate several learning intelligences as outlined by Bloom.		A basic lack of Spanish speaking knowledge and skills prevents most students from actively embracing second language learning. The difficulty arises because learning a second language later in life is different than learning to speak as a small child. The process of informational analysis which develops during the stages of adolescence, makes many students reject the inconsistencies of other languages and label the process of learning as 'difficult'. Because no such linguistic process of discrimination is in place when we teach small children, they readily learn their native language, as well as any others that may be spoken in the home on a regular basis. Teaching a second language to adolescents requires a different approach that allows for total engagement of interest, while providing learning opportunities that incorporate several learning intelligences as outlined by Bloom.

-	~~'''~~Nature of the Learning Objective~~'''~~	+	===Nature of the Learning Objective===

	Using VoiceThread web 2.0 technology, this mini course is designed to encourage maximum student interest by allowing students to create class discussions surrounding a topic of their choice. The nature of the student learning objectives include:		Using VoiceThread web 2.0 technology, this mini course is designed to encourage maximum student interest by allowing students to create class discussions surrounding a topic of their choice. The nature of the student learning objectives include:
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	*summarize any thoughts, new ideas or further questions they may have as a result of the open VoiceThread discussion		*summarize any thoughts, new ideas or further questions they may have as a result of the open VoiceThread discussion

-	~~'''~~Target Learners~~'''~~	+	===Target Learners===

	*30 Regents level Spanish III students (grade 10)		*30 Regents level Spanish III students (grade 10)
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	*no native Spanish speakers are in the class		*no native Spanish speakers are in the class

-	~~'''~~Instructional Context~~'''~~	+	===Instructional Context===

	The classroom is well equipped with the physical and use features necessary for instruction of the mini-course. There is a 25-set netbook cart; each netbook also has a microphone and headset allowing students to record their voices privately, and to play back as many times as they choose without having other students hear. This avoids the embarrassment some students may feel when they have to record their voice. Because the project will be completed in class, all students will have equal access to the necessary technology needed to complete the project successfully.		The classroom is well equipped with the physical and use features necessary for instruction of the mini-course. There is a 25-set netbook cart; each netbook also has a microphone and headset allowing students to record their voices privately, and to play back as many times as they choose without having other students hear. This avoids the embarrassment some students may feel when they have to record their voice. Because the project will be completed in class, all students will have equal access to the necessary technology needed to complete the project successfully.

-	~~'''~~Problems and Solutions~~'''~~	+	===Problems and Solutions===

	While addressing the problem of reluctant L2 learners, the issues that arise are many: disinterest, frustration, lack of strong L1 skills needed to transfer to L2 learning (reading and writing skills), and weak verbal skills. And while there are many solutions to engage these students using repetition, games, visuals, music, authentic learning exercises, etc., I choose VoiceThread because I believe it incorporates many of these options into one neatly organized technology tool that is easy to use and fun for students.		While addressing the problem of reluctant L2 learners, the issues that arise are many: disinterest, frustration, lack of strong L1 skills needed to transfer to L2 learning (reading and writing skills), and weak verbal skills. And while there are many solutions to engage these students using repetition, games, visuals, music, authentic learning exercises, etc., I choose VoiceThread because I believe it incorporates many of these options into one neatly organized technology tool that is easy to use and fun for students.

-	~~'''~~Goals~~'''~~	+	===Goals===

	*increase student interest in learning the target language, Spanish		*increase student interest in learning the target language, Spanish
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	'''		'''
-

	== Task Analysis ==		== Task Analysis ==
	'''		'''

-	~~'''~~Course Purpose~~'''~~	+	===Course Purpose===

	The course is designed to increase student motivation and interest in using Spanish in natural conversation. Conversational topics chosen individually by each student are intended to stimulate interest and confidence in speaking abilities because students will choose topics that are of interest to them personally. The use of VoiceThread aids in this purpose because it allows students sufficient time for reflection before leaving comments in a written or oral form. Further motivation is promoted by the conversational interaction with fellow students using VoiceThread.		The course is designed to increase student motivation and interest in using Spanish in natural conversation. Conversational topics chosen individually by each student are intended to stimulate interest and confidence in speaking abilities because students will choose topics that are of interest to them personally. The use of VoiceThread aids in this purpose because it allows students sufficient time for reflection before leaving comments in a written or oral form. Further motivation is promoted by the conversational interaction with fellow students using VoiceThread.

-	~~'''~~Performance Objectives~~'''~~	+	===Performance Objectives===

	It is intended that, by the termination of the VoiceThread project, students will be able to:		It is intended that, by the termination of the VoiceThread project, students will be able to:
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	*demonstrate a growth of language ability utilizing the future tense through group conversations		*demonstrate a growth of language ability utilizing the future tense through group conversations

-	~~'''~~Prerequisite Skills~~'''~~	+	===Prerequisite Skills===

	*moderate computer skills and abilities		*moderate computer skills and abilities

The 7E Model

2009-11-23T01:49:09Z

Overview:

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	== '''Overview''' ==		== '''Overview''' ==
-	The 7E instructional model is a common learning cycle used by science teachers. Earlier known the the 5E model, the 7E model is an extension of its predecessor that has been expanded to ensure teachers don't leave out any essential instructional components. The 7E model is also often used as a conceptual change model. Within its levels teachers can work form eliciting dissatisfaction at the beginning to having students extend their new understanding to ensure the misunderstanding has been usurped. As you learn about the 7E model think of how the lesson we watched on heat fits into the model as well as the lesson you ~~develop~~ in the previous unit.	+	The 7E instructional model is a common learning cycle used by science teachers. Earlier known the the 5E model, the 7E model is an extension of its predecessor that has been expanded to ensure teachers don't leave out any essential instructional components. The 7E model is also often used as a conceptual change model. Within its levels teachers can work form eliciting dissatisfaction at the beginning to having students extend their new understanding to ensure the misunderstanding has been usurped. As you learn about the 7E model think of how the lesson we watched on heat fits into the model as well as the lesson you developed in the previous unit.

	=='''Learning Activities'''==		=='''Learning Activities'''==

Barbara's Portfolio Page

2009-11-23T01:48:55Z

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	'''		'''

-	'''Instructional Problem'''	+	'''===Instructional Problem==='''

	A basic lack of Spanish speaking knowledge and skills prevents most students from actively embracing second language learning. The difficulty arises because learning a second language later in life is different than learning to speak as a small child. The process of informational analysis which develops during the stages of adolescence, makes many students reject the inconsistencies of other languages and label the process of learning as 'difficult'. Because no such linguistic process of discrimination is in place when we teach small children, they readily learn their native language, as well as any others that may be spoken in the home on a regular basis. Teaching a second language to adolescents requires a different approach that allows for total engagement of interest, while providing learning opportunities that incorporate several learning intelligences as outlined by Bloom.		A basic lack of Spanish speaking knowledge and skills prevents most students from actively embracing second language learning. The difficulty arises because learning a second language later in life is different than learning to speak as a small child. The process of informational analysis which develops during the stages of adolescence, makes many students reject the inconsistencies of other languages and label the process of learning as 'difficult'. Because no such linguistic process of discrimination is in place when we teach small children, they readily learn their native language, as well as any others that may be spoken in the home on a regular basis. Teaching a second language to adolescents requires a different approach that allows for total engagement of interest, while providing learning opportunities that incorporate several learning intelligences as outlined by Bloom.

The 7E Model

2009-11-23T01:42:56Z

Overview:

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	== '''Overview''' ==		== '''Overview''' ==
-		+	The 7E instructional model is a common learning cycle used by science teachers. Earlier known the the 5E model, the 7E model is an extension of its predecessor that has been expanded to ensure teachers don't leave out any essential instructional components. The 7E model is also often used as a conceptual change model. Within its levels teachers can work form eliciting dissatisfaction at the beginning to having students extend their new understanding to ensure the misunderstanding has been usurped. As you learn about the 7E model think of how the lesson we watched on heat fits into the model as well as the lesson you develop in the previous unit.
-		+

	=='''Learning Activities'''==		=='''Learning Activities'''==
-	'''Activity 1: '''	+	'''Activity 1: Introduction'''

		+	Read: [http://www.its-about-time.com/htmls/ap/eisenkrafttst.pdf]


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	'''Activity 3: '''		'''Activity 3: '''
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-

	=='''Reflection'''==		=='''Reflection'''==