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Instructional Strategies: KWL & Demonstrations/Experiments

Instructional Strategies: KWL & Demonstrations/Experiments. Mel N. Kines 468. Tobacco. Content descriptors Short term/ Long term risks of Tobacco Use Benefits of Being Tobacco Free. Sub- Descriptors- Tobacco. 1. Short-term and Long-term Risks of Tobacco Use

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Instructional Strategies: KWL & Demonstrations/Experiments

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  1. Instructional Strategies: KWL & Demonstrations/Experiments Mel N. Kines 468

  2. Tobacco • Content descriptors • Short term/ Long term risks of Tobacco Use • Benefits of Being Tobacco Free

  3. Sub- Descriptors- Tobacco • 1. Short-term and Long-term Risks of Tobacco Use • 1.3 harmful affects of tobacco smoke • 1.2 Long-term effects of tobacco use • 1.3 harmful substances in tobacco • 4. Benefits of being tobacco free • 4.1 Short-Long term health benefits of being tobacco free • 4.2 Social benefits

  4. KWL- Know, Wonder, Learn • K = Know, what students already know about content • W = Wonder, what students would like to know about content • L = Learn, what have students learned by the end of the lesson

  5. KWL- How its used... • An activity that can be used as a bell ringer and a wrap-up all in one • Students brainstorm what they already know • Students brainstorm what they want to learn • Class discusses items listed • Could be delivered in a multitude of ways • Worksheet • Small group discussion • Brainstorm on Chalkboard

  6. KWL- How it’s used… • After lesson content conclude with another brainstorm • Students brainstorm what they learned in the lesson • Discuss brainstormed list

  7. Advantages vs. Disadvantages • Advantages • Very little preparation • Good pre and post assessment • Gets students involved • Disadvantages • Students can fly under radar • Students can copy other answers • Little critical thinking

  8. Suggestions for use • Used for all topics • Used for all levels of education • Used throughout lesson (bell ringer-KW, conclusion-L)

  9. Materials • Requires minimal materials • Chalkboard • Whiteboards • Pencil/ Paper • Students brains!

  10. Management • Group Discussion • Students in groups of 3-4 • Discuss what they know and want to learn in group • Share ideas with class afterwards • Chalkboard • Call on volunteers for students to write idea on board • Students remain seated unless called on

  11. Demonstrations/Experiments • Eye catching and hands on ways to engage students • A way to exhibit health concepts in an interactive way • More realistic illustration of facts • A way for students to access information in a creative way

  12. How it’s Used • Used to provide an alternative way to deliver information • Activity is made to be hands on or interactive • Gives students a realistic visual of health concepts being covered • Gets the class active and moving around

  13. Advantages vs. Disadvantages Advantages • Students are engaged • Hands on learning • More effective than lecture Disadvantages • Keeping students on task • Preparation time • Cost

  14. Suggestions for use • Can be used for all content areas • Used for all grades • Can be used at any point in the lesson

  15. Materials • Varies depending on demonstration • Tobacco example • 2 sponges • Jar of molasses • Clear cup

  16. Management • Set protocols at beginning of lesson • Ensure students use material properly • Ensure materials brought in are safe for students and allowed in school • Can be used as group or individual activities

  17. Assessment!!

  18. Assessment • What does KWL stand for? • When could KWL be used during a lesson? • Name one advantage that demonstrations provide in a classroom. • Name a disadvantage that demonstrations provide in a classroom. • How many ounces of tar can be found in a smokers lung who smokes a pack of cigarettes a day?

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