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27 th .–31 st . March 2011

ENTRY LEVEL CURRICULUM PROGRAM 1. 27 th .–31 st . March 2011. Welcome ENTRY LEVELCURRICULUM PROGRAM 1 Week 3 (10 Min.). AGENDA. Full to Over Flowing: (20 Min.). How do you make sure your eye drops are the same size? Demonstration on eye drops

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27 th .–31 st . March 2011

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  1. ENTRY LEVEL CURRICULUM PROGRAM1 27th.–31st. March 2011

  2. Welcome ENTRY LEVELCURRICULUM PROGRAM 1 Week 3 (10 Min.)

  3. AGENDA

  4. Full to Over Flowing: (20 Min.) How do you make sure your eye drops are the same size? Demonstration on eye drops • Predict: How many drops of water can you place on a coin? How many mL of water can you place on the coin? • Was your prediction correct? • What standard(s) does this activity address? • CS: G12, G7 (1.3 & 1.4)

  5. Unpacking the Curriculum Standards

  6. What Are Standards?

  7. Definition • Definition 1: • Standards are a description of what a student should know and be able to do • Definition 2: • Standards outline specific knowledge or skills which students must acquire.

  8. Activity: • Know the properties of metals and explain how these properties make them useful. How many parts? (properties) (uses) • Know the properties of metals and explain how these properties make them useful. Knowledge Application Product • How do students demonstrate understanding? Answer a direct question. Fill out a chart. Identify uses. Produce a report.

  9. Calculate the pressure exerted by a force knowing the area over which it acts. How many parts? Knowledge Application Product • List the widely known characteristics of common acids and alkalis, such as the sharp taste of acids and the soapy feel and bitter taste of alkalis. How many parts? Knowledge Application Product

  10. Analyzing Standards • Standards can be classified as • Knowledge standards • Application standards • Product standards • Standards can be deconstructed into parts. • Standards should be interpreted in terms of what students do.

  11. Worksheet

  12. Smart ObjectivesSpecific محددةMeasurable قابلة للقياس Attainable يمكن تحقيقها Relevant ذات الصلة Time-based المستندة إلى الوقت

  13. Bloom's taxonomy

  14. The mind is not a vessel to be filled, but a fire to be ignited. العقل ليس وعاء ليتم ملؤه ... بل ناراً يجب اشعالها باستمرااااااااااااار (Plutarch)

  15. 1.What is the video about. • عم يتحدث الفيديو • 2.What are the hierarchy levels of thinking mentioned? • ماهي مستويات التفكير التي ذكرت في الفيلم • 3.What is number 4 level?ماهو • المستوى رقم 4 • 4.Can you define Bloom’s taxonomy • هل تستطيع تعريف مستويات بلوم ؟ Watch the video and answer the following questions:

  16. Cognitive: mental skills (Knowledge) المعرفية : المهارات العقلية (المعارف)Affective: growth in feelings or emotional areas (Attitude) العاطفي : نمو في المشاعر العاطفية أو المناطق (موقف) • Psychomotor: manual or physical skills (Skills) • الحركية : دليل مادي أو المهارات (مهارات) To know more you can visit: • http://www.nwlink.com/~donclark/hrd/bloom.html

  17. Order the Bloom’s Levels • Knowledge • Analysis • Evaluation • Application • Comprehension • Synthesis Knowledge Comprehension Application Analysis Synthesis Evaluation

  18. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. they changed the Nouns into Verbs to describe the different levels of the taxonomy. • Note that the top two levels are essentially exchanged from the Old to the New version. • في عام 1956 ، برئاسة بنيامين بلوم قامت مجموعة من علماء النفس التربوي بوضع تصنيف لمستويات السلوك الفكرية الهامة في التعلم. وخلال التسعينات قامت مجموعة جديدة من علماء علم النفس المعرفي ، والتي برئاسة لورين اندرسون (وهو طالب سابق في بلوم)، بتحديث التصنيف بشكل يعكس أهمية العمل في القرن 21. بحيث قاموا بتغيير الأسماء إلى أفعال لاحظ أنه يتم تبادل أساسا أعلى مستويين من القديم إلى الإصدار الجديد

  19. Old Terms New Terms

  20. Group activity

  21. Remembering المتعلم قادرا على التذكير مجددا وتذكر المعلومات المستفادة. The learner is able to recall, restate and remember learned information. • Recognising • Listing • Describing • Identifying • Retrieving • Naming • Locating • Finding   Can you recall information?

  22. Remembering: Potential Activities and Products عمل خط زمن لصناعة الأقمار الاصطناعية عمل خريطة مفاهيم لمفهوم النظام الشمسي اقطع ”صوراً للفضاء" من مجلة واعمل لوحة حائط . أعد قائمة بمصطلحات الفضاء (الأبجدية). أذكر أسماء الكواكب الصخرية في عالمنا • Make a time line of Man made satellites • Make a concept map of the Solar System • Cut out “space” pictures from a magazine. Make a display or a collage. • List space words (Alphabet Key). • Recall the names of the rocky planets in our universe.

  23. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting الربط بهدف التفسير • Exemplifying تمثيل (تجسد) • Summarising تلخيص • Inferring استنتاج • Paraphrasing اقتباس • Classifying تصنيف • Comparing مقارنة • Explaining توضيح Can you explain ideas or concepts? يلتقط المتعلم المعلومات عن طريق التفسير والتأويل

  24. Understanding: Potential Activities and Products • Make your desk into a spaceship • Make an astronaut for a puppet play. • Use it to tell what an astronaut does. • Make a model of the planets in our solar system جعل مكتبك كأنه داخل سفينة فضاءصناعة دمية لرائد فضاء. استخدام الدمية لمعرفة ماهو رائد الفضاء .تقديم نموذج من الكواكب في نظامنا الشمسي

  25. Applying The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executingتنفيذي Can you use the information in another familiar situation? يتعلم المتعلم عن طريق استخدام المعلومات في سياق مختلف

  26. Understanding: Potential Activities and Products • Keep a diary of your space adventure (5 days). • Make a brochure advertising your spacecraft كتابة يوميات عن مغامرة الفضاء (5 أيام).صمم إعلان خاص بمركبتك الفضائية

  27. Analysing The learner breaks learned information into its parts to best understand that information. • Comparingمقارنة • Organisingتنظيم • Deconstructing تفكيك • Attributing ينسب • Outlining توجز • Finding الحقائق • Structuring هيكلة • Integrating دمج Can you break information into parts to explore understandings and relationships? يحلل المتعلم المعلومات إلى أجزاء لفهم أفضل

  28. Understanding: Potential Activities and Products • Make an application form for a person applying for the job of an astronaut. • Compare Galileo’s telescope to a modern telescope. • Distinguish between the Russian and American space programs. تقديم استمارة طلب لشخص للحصول على المهمة التي يقوم بها رائد فضاء.قارن بين تلسكوب غاليليو والتلسكوبات الحديثة.ميز بين البرامج الفضائية الروسية والاميركية.

  29. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. • Checking • Hypothesising • Critiquing • Experimenting • Judging • Testing • Detecting • Monitoring Can you justify a decision or course of action? يجعل المتعلم القرارات على أساس متعمق النقد والتفكير والتقييم

  30. Evaluating: Potential Activities and Products قارن بين فوائد العيش على الأرض والقمر.اختر 3 أشخاص لتأخذهم معك إلى القمر .. وماهي أسباب الاختيار ..اختر كوكب كنت ترغب في العيش عليه ، مع ذكر السبب .اكتب تقرير عن الرحلة • Compare the benefits of living on Earth and the moon. • You can take three people with you to the moon. Choose and give reasons. • Choose a planet you would like to live on- explain why. • Prepare and conduct a debate • Write report on your space journey.

  31. Creating The learner creates new ideas and information using what has been previously learned. • Designing • Constructing • Planning • Producing • Inventing • Devising • Making Can you generate new products, ideas, or ways of viewing things? يخلق المتعلم الأفكار الجديدة والمعلومات باستخدام ما تم تعلمه من قبل

  32. Potential Activities and Products كتابة تقرير للجريدة : بعنوان : "سفينة الفضاء خارج نطاق السيطرة".استخدم استراتيجية لتصميم بدلة فضائية جديدة.إعداد قائمة لطاقم سفينة الفضاء الخاصة بك.تصميم برنامج الإعلان عن الرحلات الى القمر Write a newspaper report for the following headline: “Spaceship out of control”. Use the SCAMPER strategy to design a new space suit. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.

  33. Additional Related Readings: “Assess and report on student learning”. NPST 7

  34. Activity_Cont.

  35. Summary

  36. https://scienceentry2010.wikispaces.com/

  37. Survey

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