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Posts Tagged ‘metacognitive’

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Online Diagram and Flowchart Maker

by Kristen

A friend showed this site to me the other day called Lucidchart. 

She was using it to create a workflow model for her students to show them the next step they needed to take to complete their coursework. But, she also suggested it could be used to help kids make a dichotomous key in science class, show character development in a novel, illustrate the choices a character like Hamlet must make, or show how a historical event could have gone differently. Flow charts are really big right now for project planning and work flow. I could see Lucidchart being a great tool to help students reflect on their decision making and work flow to better prepare them for the business world. Cool stuff!

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Richard Louv and the Natural Teacher

by Shannon Wendling

This space is, at its roots, about efficiently retrieving lesson plans and ideas for classroom use.  Yet from my vantage point, those roots are digging deeper into the soil.  This space is, too, about pondering current movements and ideas in education – and it is about the change those ideas can bring.

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Holocaust Survivor Stories: The Power of Words, Entry Lesson

by Katie McCown

Students will learn how literature frames the context of historical events, as well as the power of words in shaping a community’s view of an event and its consequences.

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“I Am Not”

by Corry Andrews

7th Grade students will create a written profile accompanied by visual symbols of their "anti-self" as a getting to know you activity. This is in lieu of the usual "describe yourself" activity to which middle school students are accustomed.

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Point-of-view and the Boston Massacre

by Drew Keneally

The Boston Massacre presented in a tiered instruction model.

Background and Content: This unit is designed for a standard 11th Grade Virginia and United States History class that has read a packet of primary sources for homework the previous night.  It focuses on government, military and civilian statements and reactions in the build up to, occurrence of, and aftermath of the Boston Massacre.  The lessons are meant to build on the class’ preexisting knowledge of how primary and secondary sources help us to understand the causes and consequences of major events in history. It is designed to show students that the authors of primary and secondary resources possess different points of view and motivations in creating them, and provide important insight into an event- in this case, The Boston Massacre. Students should better understand how primary and secondary documents provide important information about events, and they will be able to interpret and explain the different points of view of John Adams, Sam Adams, Paul Revere, Captain Thomas Preston, and Prime Minister Lord North as they relate to the Boston Massacre.

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“Ser Americano” – Spanish IV (and above) Revised Concept Development Lesson Plan

by mld8w

Context

 

This concept development lesson will take place in an ethnically and socioeconomically diverse Advanced Spanish IV or above classroom of about 30 students. These students in the classroom will equally resemble each of the three student profiles provided earlier. The lesson will up the major part of a 90 minute class period, and both the students and the instructor are expected to speak only Spanish during that time. The curriculum is based on cultural and linguistic comparisons.

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Lesson plan on Great Depression

by hk5ft

Hwa Rang Kim

This is a lesson plan I found. It’s for economics (social studies). This lesson plan is intended for 5th grade social studies. In this lesson, students will fill out a concept map about the causes of the Great Depression. To use technology in this part, students maybe can fill out a concept map using programs in computer. Then, they will explore on the internet headlines from when the stock market crashed, also known as “Black Tuesday.” This part already uses technology. Then, they will create their own news article/story about what made the stock market crash. In this part, students maybe can create their own news article/story again using program in computer, and present it to class using technology such as overhead projector or maybe using smart board if they have one.

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Branching out: Introduction to the Structure of US Government

by cap7f

Context: 8th Grade Advanced Civics and Economics class at Henley Middle School.  Students come from suburban and rural areas, about half have a parent(s) that works for UVA.  Advanced students have an on- or above-grade level reading ability, 95% have Internet access outside of school.

Unit: Structure and Functions of US Government

Lesson: Introduction: Three Branches (Lesson 1)

VA SOL Addressed: CE 6a, b, d; 7a, d (US and VA three branches, separation of powers)

Albemarle County Life-Long Learner Standards Addressed: 3 (critical thinking) and 12 (metacognition)

Objectives:

Students will know:

  • the structure of the US and VA governments
  • the functions, positions and locations associated with the three branches of the US and VA governments
  • their own habits of mind through reflection

Students will understand that:

  • power enables choice.
  • getting better at your job/work takes not only practice, but also self-evaluation.

Students will be able to:

  • define the functions, positions and locations associated with the three branches of the US and VA governments
  • develop an understanding of the three branches of government through individual contemplation and group and class discussions
  • reflect on the concept attainment process and evaluate their personal habits of mind Read More
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