VIEWS: 3,179 PAGES: 8 CATEGORY: Education POSTED ON: 7/13/2011
In a Problem-Solving Groupworkactivity, students create a 60-second commercial touting the importance of working together.
Starting the School Year Right LESSON Your Learning Styles and C Working with Others How could your learning style(s) impact your work and others? Overview Materials • Multiple Intelligence In a Problem-Solving Groupwork activity, students create Test(1 per student) a 60-second commercial touting the importance of • Student Handout C1 (1 working together. copy per group) • Flip Video Cameras or Preview Students take a multiple-intelligence video recording equipment and editing assessment to learn their dominant learning styles. software. OR Activity Students are placed into heterogeneous groups • Materials for groups to based on learning styles. Groups are challenged to create create a live commercial. a 60-second commercial which would tout the advantages to cooperative learning. Processing Students add a virtual sticky note to a web tool stating their preferred learning style and a personal example of their strength. Objectives In the course of this lesson and participating classroom activity, students will • describe how their learning style can positively affect their ability to understand content. • explain the expectations and responsibilities while working within a group. • create a commercial using audio-visual equipment. Basic Training: Starting the School Year Right 1 Procedures Preview Suggested time: 10-15 minutes 1. Greet Students at the Door. Make sure to introduce yourself to each student as they enter class. Begin now learning their names and creating an inviting atmosphere in your class. 2. Distribute copies of the Multiple Intelligence Assessment. Explain to students that once they are in their seat, they are to take five minutes to complete the 35 question survey. Encourage the students to move quickly and not spend a lot of time wavering between answers. 3. Score the Multiple Intelligence together. Project the MI Assessment and Key in side by side fashion. Using your interactive whiteboard tools, show the students how to quickly score their assessment. Multiple Intelligence Assessment 4. Have students record their top two learning styles. Once students have scored their assessment, encourage students to review their key. Have students come to the front of the room. Problem-Solving Groupwork Suggested time: 60-90 minutes 1. Divide the class into heterogeneous groups of four. Using the results from the multiple intelligence assessment, divide the class into groups of four. Try to divide the class so that there is a strong visual learner, strong interpersonal, and strong linguistic learner in each group. 2. Move students into their groups. Move students into their groups and challenge them to complete a quick team-builder activity. Have them finish this sentence within their group, “My favorite commercial is ____ because ___.” Basic Training: Starting the School Year Right 2 Procedures 3. Introduce the Project. Explain to the students that they will now work together within their group to create a commercial that touts the importance of working together. • Play the following YouTube link as an example for what you are looking for: http://www.youtube.com/watch?v=lDzZTX_t5uo • Pass out Student Handout C1: Directions for Completing Teamwork Commercial. Make sure that each person within the group has a copy. • Walk the students through each step in the Student Handout C1 commercial development process stopping at the end of each step to reinforce that groups must have your initials at the completion of a step before moving to the next step. • Have the groups complete the first step: role assignments and begin work. YouTube 4. Facilitate the work on the commercials. Blocked? • Encourage the groups to work on their project • At home, go to independent of your help unless absolutely necessary. www.youtube.com and • Make sure to stay engaged while the students are locate the video that working. Having the students checking in with you at you want. the end of each step will help, but there may be • Copy the URL of that stretches where students are immersed in their work. particular video. • Go to This is the time to wander around the room and visit www.keepvid.com. In groups. the blank, paste the URL • Project or post the completion time. If possible keep of the YouTube video a timer visible to students at all times. This will help that you want. the groups stay on task and keep the time for this • Click the Download button at the end of the activity from spilling over unnecessarily. URL bar. • A choice of formats will appear. Right-click on the one you want and select Save As. Give the video a name that you'll recognize and save it to your Desktop. • Once the video is downloaded, copy it to a flash drive to take to school the next day. Basic Training: Starting the School Year Right 3 Procedures 5. Play each group’s commercial. • Have the students provide the link or upload the video so that it can be projected to the entire class. • Create a fun way for students to consume the commercials and reflect on the importance of the topic. One suggestion would be to turn the class into an awards committee. Tell the students they will need to pass out several awards: best commercial, best actor/actress, best special effects, etc. When groups vote, they are allowed to vote for any group or individual provided it is NOT themselves or their group. • Play each video and allow groups to jot down notes they think are important surrounding the commercial. • After the videos have been aired, challenge the students to reflect personally on the topic through the process activity. Processing Suggested time: 5 minutes to start in class; homework 1. Project a class Wallwisher for the students. Using http://en.linoit.com/ , post the essential question for the lesson. 2. Encourage the students to respond at home. Tell the students that you’d like each of them to respond with a quick answer. Bonus points can be awarded New to You? for students that include videos or links to support their answer. If websites like Lino It or others are new to you, visit TCI’s blog to download a Starters Guide to Free Web 2.0 sites. You can find the guide here: http://blog.teachtci.com/ starters-guide-to-free- web-tools The page that refers to wallwisher from this document is provided. Basic Training: Starting the School Year Right 4 Identifying Your Multiple Intelligences: Survey 1 This survey will help you identify your areas of strongest intelligence. Read each statement. If it expresses some characteristic of yours and sounds true for the most part, write T. If it doesn’t, write F. If the statement is sometimes true and sometimes false, leave it blank. Everyone will have different answers. Think about what is true for you. 1. ____ I’d rather draw a map than give someone verbal directions. 2. ____ If I am angry or happy, I usually know why. 3. ____ I can play (or used to play) a musical instrument. 4. ____ I compose songs or raps and perform them. 5. ____ I can add or multiply quickly in my head. 6. ____ I help friends deal with feelings because I deal with my own feelings well. 7. ____ I like to work with calculators and computers. 8. ____ I pick up new dance steps quickly. 9. ____ It’s easy for me to say what I think in an argument or debate. 10. ____ I enjoy a good lecture, speech, or sermon. 11. ____ I always know north from south no matter where I am. 12. ____ I like to gather together groups of people for parties or special events. 13. ____ I listen to music for much of the day, on the radio, CDs, or other media. 14. ____ I always understand the drawings that come with new gadgets or appliances. 15. ____ I like to work puzzles and play games. 16. ____ Learning to ride a bike (or to skate) was easy. 17. ____ I am irritated when I hear an argument or statement that sounds illogical. 18. ____ I can convince other people to follow my plans. 19. ____ My sense of balance and coordination is good. 20. ____ I often see patterns and relationships between numbers faster than other people. 21. ____ I enjoy building models (or sculpting). 22. ____ I like word games and puns. 23. ____ I can look at an object one way and see it turned backward just as easily. 24. ____ I can identify when there is a key change in a song. 25. ____ I like to work with numbers and figures. 26. ____ I like to sit quietly and reflect on my feelings. 27. ____ Just looking at the shapes of buildings and structures is pleasurable to me. 28. ____ I like to hum, whistle, and sing in the shower or when I’m alone. 29. ____ I’m good at athletics. 30. ____ I enjoy writing detailed letters to friends. 31. ____ I’m usually aware of the expression on my face. 32. ____ I’m sensitive to the expressions on other people’s faces. 33. ____ I stay in touch with my moods. I have no trouble identifying them. 34. ____ I am sensitive to the moods of others. 35. ____ I have a good sense of what others think of me. Creating a Cooperative, Tolerant Classroom 149 Scoring Your Multiple Intelligences: Survey 1 The numbers in the boxes below correspond to the numbered statements in the survey. Put an X in the box for each item you marked T. For example: The first box in row A is for statement 9. If you marked 9 with a T, put an X in that box. If you marked it F, leave the box empty. When you have finished, add up the Xs in each row. A total of four Xs in any row indicates strong ability. (Your teacher will tell you which intelligence to write for each row.) A 9 10 17 22 30 = _________ intelligence B 5 7 15 20 25 = _________ intelligence C 1 11 14 23 27 = _________ intelligence D 8 16 19 21 29 = _________ intelligence E 3 4 13 24 28 = _________ intelligence F 2 6 26 31 33 = _________ intelligence G 12 18 32 34 35 = _________ intelligence Teacher Answer Key: Do not reveal to students until after they have scored their tests. A = verbal-linguistic E = musical-rhythmic B = logical-mathematical F = intrapersonal C = visual-spatial G = interpersonal D = body-kinesthetic 150 Bring Learning Alive! Student Handout C1 Directions: Use these directions to complete the creation of a commercial that touts the importance of teamwork. Your commercial must include the following design elements: •The commercial must be no longer than 60 seconds. •The commercial must be entirely made by the group members. •The commercial should be creative and appealing to teenagers. Steps for Creating the Commercial Step 1: Assign Group Roles: Place your initials by the role you will assume. ___ Writer Responsible for writing the commercial ___ Producer Responsible for editing the commercial video ___ Director Responsible for directing the shooting of the video ___ Designer Responsible for getting/creating any needed props or art _____ Teacher’s Initials Step 2: Conduct a commercial conception meeting. The writer is responsible for leading the team in a brainstorming session on ideas for a commercial. The writer will keep notes on possible ideas as they are discussed and be prepared to share them with the teacher. The writer will be responsible for providing a rough outline of the commercial to the teacher before moving to step three. _____ Teacher’s Initials Step 3: Create and gather the needed items/props for the commercial. The designer is responsible for coming up with the items that will be needed during the filming of the commercial. Other group members should assist the designer in this process where appropriate. When ready, the group will showcase their prop list to the teacher prior to moving onto step four. _____ Teacher’s Initials Basic Training: Starting the School Year Right 5 Student Handout C1 Step 4: Rehearse and then film the commercial. The director is responsible for getting the group to rehearse and then film the commercial. Rough footage will be shown to the teacher before the group can move to step five. _____ Teacher’s Initials Step 5: Edit and finalize the commercial. The producer is responsible for taking the rough footage for the commercial and editing it for time. The other group members should assist in this process. The group will have completed it’s work when a completed video is uploaded for and/or given to the teacher. _____ Teacher’s Initials Sample Commercial Link: http://www.youtube.com/watch?v=lDzZTX_t5uo Basic Training: Starting the School Year Right 6
Pages to are hidden for
"Starting the School Year Right: Lesson C - Your Learning Styles and Working with Others"Please download to view full document