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Kilauea, Hawaii: Pele’s Fingers. Volcano Power Points. Through the Lens of Five Pedagogies By Jackie Ray McDill and Samara Abrams Touro University, Fall 2012. Haleakala, Hawaii: Sunrise. Behaviorist.
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Volcano Power Points Through the Lens of Five Pedagogies By Jackie Ray McDill and Samara Abrams Touro University, Fall 2012
Behaviorist 1.) Teacher specifies the types of facts, charts, statistics and graphs that should be included in the volcano Power Point based upon state standards. For example, location, inhabitants, cost of destruction, environment. 2.) Teacher states specific number of slides that should be included. 3.) Teacher states specific content that each slide should contain (e.g. text and graphics). 4.) Utilize a check off sheet as work is completed. Students stay in class during break if project not complete. 5.) Daily review on content of project and expectations, and consistent feedback by teacher as students complete work.
Cognitivist1.) The students visit the library or online sources to research their volcano for facts. Students would also generate information outside of class- e.g. interviews, research. 2.) The five facts may focus on the impact volcanic eruptions have on local inhabitants. They could give five different personal stories from people. 3.) The Power Point would allow for individualized conjecture based upon what they know and have learned. Students may share beliefs/philosophies based on what they learned (e.g. they may give their opinions about whether it is ethical for a county to allow residents to live in close proximity to a volcano or share views on why they are studying volcanoes). 4.) Students may be required to solve a problem based upon their newfound information. 5.) Teacher would provide feedback along all processes of project.
Pragmatist 1.) Goal is to learn about preparation for natural disasters with a focus on volcanoes. 2.) Students research the history of natural disasters such as volcanoes. 3.) Field trips to nearby sites of natural disasters. 4.) Students research and predict the likelyhood of a natural disaster occurring in their area. 5.) Students create and implement an emergency action plan for school and home.
Constructivist 1.) Project is focused on building prior knowledge. 2.) Students share personal experiences and stories regarding volcanoes. 3.) Students focus and present on specific topics related to the project based on their own personal prior knowledge or experiences. 4.) Discussion of potential natural disasters based on student’s location (volcanoes, earthquakes, hurricanes, etc.). 5.) Students present/share tips on how they’ve dealt with natural disasters in the past. Samara’s personal experience with volcanoes
Multiple Intelligences 1.) Students work in groups to create a live presentation, power point , or movie about volcanoes. Tasks divided by type of intelligence. Multiple intelligences are utilized. 2.) Linguistic – Script writer/Narration 3.) Logical-Mathematical – Statistics on past volcanic eruptions 4.) Visual/Spatial – Filming/Photography/Visual effects 5.) Musical – Soundtrack/background music 6.) Bodily/Kinesthetic – Presenter/Director 7.) Interpersonal – Group Leader 8.) Intrapersonal – Researcher for project
References: Google images, Clip Art, YouTube, photographs, and Power Point of Pedagogies (provided by Instructor Steve Gibbs)
CollaborationCollaborationJackie and I took a strategic, division of labor approach with this project. While Jackie created three pedagogy slides, I created two pedagogy slides, as well as the introduction, conclusion, and collaboration slides. We spoke via cell phone to designate assignments, stored our work in DropBox for review, and spoke/texted via cellphone about changes and additions. The process was smooth and streamlined.
