FROM A TINY TOMATO TO THE WHOLE WORLD

Report as inappropriate Your report has been received

Shared by: yurtgc548

Tags

Stats

views:: 1
posted:: 8/19/2012
language:
pages:: 16

Public Domain

Document Sample

FROM A TINY TOMATO
TO THE WHOLE WORLD
Curriculum Design and Instruction
Research & Presentation Team
2007,18 August
Kaori Minakuchi
Setsuko Iwabuchi
Tomoko Hagio
1 Rationale: Research&Presentation

SEED:
Student’s potential
1.1 Rationale; SOIL

 1. Learning from the human value and failure from past until present.
 2. Learning to cope with the global/social/technological change.
 3. Synthesizing the information and presenting it.
 4. Communicating and understanding others.
1.2 Rationale; PROCESS

 Learn how to give an
effective presentation
 Learn how to choose the topic
and research
with peers
1.3 Rationale; SUPPORT
Support from Support
Family From
Community

Teachers’ Careful
collaboration observation

Interdisciplinary
learning
1.4 Rationale; PRODUCT
Research & Descriptive language
Presentation
capability:
Used in Presentation skills
society,
business,
universities, The skill for
synthesis
university entrance
information
exams.
Skill for listening and
understanding

Coping with peers

Skill for questioning and
commenting
2 Target Group and Objectives
 Target Group: Middle School and High School Students
 Objectives:
- Develop knowledge with interdisciplinary studies
- Lean the method of a research and presentation making
- Develop 4 skills together
- Associated studies to society/community
 Goals: Using the spiral curriculum, learners can develop the 6 levels of
intellectuality which Bloom identified such as Knowledge, comprehension,
application, analysis, synthesis and evaluation.
3 Curriculum Idea (Spiral Approach)
The spiral approach is a technique often used in teaching or textbooks where
first the basic facts of a subject are learned, without worrying about details.
Then as learning progresses, more and more details are introduced, while at
the same time they are related to the basics whichare reemphasized many
times to help get them into long-term memory.

4 skills
4 Chart of 6-year-curriculum(1)
RESEARCH & PRESENTATION
OVERVIEW OF 6-YEAR CURRICULUM
1.EXAMPLE TOPICS 2.OBJECTIVES 3.RESEARCH MATERIALS 4.RESEARCH SKILLS
・related to the topics in the text book such as Students will be able to: journal notes teacher gives some choices of topics
1. learn how to do research with other group
Holiday & Events in the World, Animals, computers with internet access students collect at least 3 resources
members.
Insects, Recipe, etc. 2. learn how to present in groups. digital cameras from Britanica Encyclopedia, children's
・extensive topics such as Stars, Sea, Food, 3. learn descriptive language.
BASIC

science book and Discovery Kids.
4. learn presentation skills.
Musical Instruments, History of 5. learn the attitude to listen to others'
XXX(Clothes, etc.
Castles, Toilets), presentation.

"Growing Tomatoes"

Students will be able to:
・related with other subjects such as Rainforests journal notes students make 2~3 research questions
1. learn how to do research in pairs.
computers with internet access students collect at least 4 resources
INTERMETIATE

Sports and Health, Word Roots, TV commercial learn how to present in pairs.
2.
Food, Environmental Issues 3. learn descriptive language. digital cameras from Britanica Encyclopedia, science
4. learn presentation skills. interviews with family, people in book for G5-6 and Discovery Kids.
・based on school life such as Capus Guide
5. listen to others' presentation and give
community
"Food and Health" comments.

・ Students will be able to:
focusing on interdisciplinary, social and global computers with internet access Students find their own topic by
1. learn how to do research individually. themselves
ex. Lern Our Community, Poverty in XXX, digital cameras Students collect 5 resources
2. learn how to present individually.
ADVANCED

Street Children in XXX, Refugees in XXX, 3. learn descriptive language. interviews with family, people in from Britanica Encyclopedia, science
4. learn presentation skills using community books, Discovery Kids, UNICEF
World Myths, Music round the World
presentationsoft.
"Food and Our Society" 5. learn the attitude to listen to others' white paper, and statistical data of the
presentation, give comments and ask world
questions.
4 Chart of 6-year-curriculum(2)
RESEARCH & PRESENTATION
OVERVIEW OF 6-YEAR CURRICULUM
5.PRESENTATION SKILLS 6.VOCABULARY COVERED 7.DESCRIPTIVE LANGUAGE 8.PRODUCTIVE ASSESSMENT 9.SUMMATIVE ASSESSMENT
1. make a 5 min. presentation in 1.words for ingredients of pizza 1.Basic expressions (if possible) monitoring Were the students able to:
group 1. learn how to do research with other
2.use proper voice 2.basic words for vegetables draft
*We are going to present our research. check group members?.
3.have eye contacts 3.basic words for agriculture, *Look at this …. counseling 2. learn how to present in groups?
4.use a poster, a drama, a picture- *The seeds are covered with 3. learn descriptive language?

BASIC
environment, climate etc. profile
story show or 2 or 3 slides for soil…. 4. learn presentation skills?
Microsoft Power Point *Do you have any questions? self-assessment 5. explain clearly
*Thank you for listening. 6. learn the attitude to listen to others'
presentation?
(five expressions for five people)

1. make a 7 min. presentation in 1. words from "Growing Tomato" *Our reserch question is… monitoring Were the students able to:
1. learn how to do research in pairs?
*First, Sesond, Third…

INTERMETIATE
pairs project. draft check 2. learn how to present in pairs?
2. use appropriate language 2. Basic words for geography, *For example… counseling 3. learn descriptive language?
4. learn presentation skills?
3. have appropriate attitude agriculture, business and health *I understand…but… profile
5. make the presentation understood
4. make 4 slides with Microsoft related to food. *Our points are following… self-assessment 6. listen to others' presentation and give
Power Point comments?

1. make a 5 min. presentation 1. word from "Food and our *Let me explain about… monitoring Were the students will be able to:
1. learn how to do research
individually Society"project *To begin with… draft check individually?

ADVANCED
2. use descriptive language 2. Basic words for geography, *In other words counseling 2. learn how to present individually?
3. learn descriptive language?
3. have appropriate attitude agriculture, business and health, *Could you tell us more about…? profile
4. learn presentation skills using
4. make 5 slides politics related to food. *As a result / In conclusion self-assessment presentation soft?
with Microsoft Power Point 5. learn the attitude to listen to others'
presentation, give comments and ask
questions?
5 1st Lesson plan for each level
Advanced
“Food and Our Society”

Intermediate
“Food and Health”

Basic
“Growing Tomatoes”
6 Assessment
Advanced
“Food and Our Society”
5 mins presentation
Individually Intermediate
5PowerPoint slides “Food and Health”
5 resources 7 mins presentation
2 members
4PowerPoint slides
4 resources
Basic
“Growing Tomatoes”
5 mins presentation
5 members
Drama/picturestory/2-3ppt slides
3 resources
7 Pin fall
Interdisciplinary teaching is attractive and all-accessible
curriculum, but the teachers need to be careful:
- Middle school students tend to choose very wide topic.
- Students put more importance on the artistic outlook.
- Some students go too far and lose their way in the middle.
8 RUBRIC

Low Medium High Comments
Do we have clear objectives?

Do the activities support the
objectives?
Does the materials help to make a
personal connection?
Does it activate learner's prior
knowledge?
Does it have multiple ways for learners
to be engaged?
Does it have room to challenge and
support all learners?
Can learners participate with interests?

Does it help to develop learner's 4
skills?
Does it teach the method of research
making?
Does it teach the method of
presentation?
Does teacher have the process
assessment?
Does teacher have the massive
assessment?
9 Useful site and books
 Barton, K.C. & Smith, L.A. (September 2000). Themes or motifs? Aiming for coherence through
interdisciplinary outlines. The Reading Teacher, 54(1), 54 – 63.
 Beane, J. (1997). Curriculum Integration. Teachers College Press: New York.
 Bolak, K., Bialach, D., & Dunphy, M. (May 2005). Standards-based, thematic units integrate the arts
and energize students and teachers. Middle School Journal, 31(2), 57 - 60.
 Brophy, J. & Alleman, J. (October 1991). A caveat: Curriculum integration isn’t always a good idea.
Educational Leadership, 49(2), 66.
 Flowers, N., Mertens, S.B., & Mulhall, P.F. (November 1999). The impact of teaming: Five
research-based outcomes. Middle School Journal, 36(5), 9 - 19.
 Gatewood, T. (March 1998). How valid is integrated curriculum in today’s middle school? Middle
School Journal, 29(4), 38 - 41.
10 Appendix
 Setsuko Iwabuchi
 Research & Presentation for Basic Learners


 Self Assessment Sheet


 *Assessment ( 5=extremely 4=a lot 3=medium 2=a bit 1=not at all )


 1. Did you do the observation and keep journal regularly? ( )


 2. Did you talk well with your members when you decide the project
 and divide the work? ( )


 3. At the presentation： Was your voice loud enoug ( )


 4. 〃 ：Did you have eye contact with your listeners? ( )


 5. 〃 ：Did you listen carefully to others’ presentation? ( )


 Comment: