Stock Market Lesson Plans for Fifth Grade - PowerPoint by dev19160


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									Master Teacher Enhancement Class
     Project Based Learning

        1st October – 4th October 2004
         City of Petrodvorets, Pansion
              ―Usadba Znamenka‖
          (Leningrad region, Russia)
   Different types of questions accomplish
    different tasks

   Asking questions is contagious
     Itpromotes authentic learning, which
      encourages students to ask more questions
     Students are more likely to become self-
      directed learners because they are interested
      in the answers
     Students see the connections between the
      subject being taught and their world—it can
      change their whole outlook on what education
      is about
Thought Provoking Questions
   Questions need be developed that help students
    understand new concepts by analyzing their thinking:
        What do you predict will happen?
        Why did you make that prediction?
        How did you reach that conclusion?
        Why is it happening?
        Can you think of a counterexample?
        How could you prove that ?
        Why did you choose that approach?
   You can also ask more specific questions as they draw
    conclusions based on evidence:
        What is the difference between the air in Moscow and
         Novocheboksarsk ? Why do you think there is a difference?
        Why was your leader an effective or ineffective leader?

Bloom’s Taxonomy
 A useful structure in which to categorize
 Goes from simplest to the most complex
 Must have the knowledge and be able to
  build on that





        A Useful Structure –
        Bottom 3 Levels
Level           Skill
Knowledge       Recall or recognition of information
                  -Cues:   list, define, tell, show, label

Comprehension   Grasping (understanding) the meaning of
                informational materials
                  -Cues:   describe, explain, identify, restate
Application     Transfer from one setting to another
                  -Cues: apply, classify, illustrate, solve

        A Useful Structure –
        Top 3 Levels
Level         Skill
Analysis      Identify parts and see patterns
                - Cues: analyze, examine, experiment, organize,
                compare, contrast
Synthesis     Put parts together to form a new whole
                -Cues:   create, design, develop, plan, support

Evaluation    Judge value or use based on criteria
                -Cues: argue, defend, justify, predict, support

Activity 1: Higher Order
Thinking Skills
   Step 1:
        In pairs, complete the chart by creating a
         statement then changing that statement into a
         question for all 6 levels of Bloom’s Taxonomy
   Step 2
        Share your statements and questions with
         another group

Project Based Learning (PBL)
Characteristics of PBL
   Curriculum is organized around a problem
    or project
       Concentrates scenarios that provide rich
        learning opportunities

   Engages students as stakeholders
       Involves students in problem-solving
        investigations and other meaningful tasks

Characteristics of PBL
   Creates a learning environment where
    teachers coach, guide inquiry and
    facilitate deeper levels of understanding
        Allows students to build their own knowledge
         – answers essential questions

   Concludes with realistic products

Project Based Learning
   Establishes connections to life outside the
   Addresses real world concerns
   Develops real world skills
       Many of the skills are those desired by today's employer
        such as:
            the ability to work well with others
            make thoughtful decisions
            take initiative
            solve complex problems
 Allows for a variety of learning styles
 Accessible for all learners

Project Based Learning
 Shifts away from the classroom practices of short,
  isolated, teacher-centered lessons
 Emphasizes learning activities that are:
       long-term
       student-centered
       integrated with real world issues and practices and have
        compelling questions
   Promotes higher-order cognitive skills and
    problem-solving strategies
        Teaches students to:
          Use their minds, apply what they learn, be
           technologically literate, acquire 21st century skills and

Project Based Learning
   Encourages:
       Group process skills (collaboration)
       Life skills
       Technological skills
       Cognitive process skills
       Self-management skills
       Positive attitudes
   BUT
       Not every unit should be a PBL unit
       Be critical to find the best units to teach
        using PBL
   Guide on the side
       no longer sage on the stage
   More coaching and modeling
       less telling
   More finding out with students
       less being the expert
   More cross disciplinary thinking
       less specialization
   More performance-based assessment
       Less knowledge-based assessment

The Students Move
   From following orders
       . . to carrying out self-directed
                       learning activities
   From memorizing and repeating
       . . to discovering, integrating and
   From listening and reacting
       . . to communicating and taking

The Students Move
   From knowledge of facts, terms and
       . . to understanding processes
   From theory
       . . to application of theory
   From teacher dependent
       . . to empowered

Project Based Learning in an
IT Environment
   Students make effective use of IT as they
    produce a product, presentation, or
      IT is integrated into the learning –
       students are NOT learning IT skills in
      There is a ―reason‖ to learn the IT

Role of Technology in PBL
   Brings the world to the learner
        The learning field for all students is leveled
           ―The Information Superhighway is the new
            vehicle for social and economic activity.
            Communications technology and the
            information it carries will affect and
            improve the lives of individuals of all ages,
            as well as the educational system,
            business environment, and the very fabric
            of community life.‖

               UN Secretary-General Kofi Annan
Role of Technology in PBL
 Technology enhances PBL as it allows
  students to gather, organize and display
  information in new and innovative ways
 Allows for the visualization of complex
 Students can see simulations of
  interacting systems that enhance deeper
  understanding of content

Role of Technology in PBL
 Technology allows for a shared
  workspace from which students gather,
  ask questions, and construct their
  knowledge based on their findings
 Leads to individuals working on a shared
       More collaboration
       Individuals responses influenced by what is
        currently appearing on the screen as well as
        collective information from other group

Role of Technology in PBL
   Vastly expands opportunities for students
        Allows students to be involved in a
         community of diverse global learners – gives
         opportunities to interact with experts
        Information is instant – real-time data
        Computers and probeware give authenticity
        Resources are shared
   Gives the ability to obtain and interpret
    information quickly and accurately

How Do You Integrate PBL?
   Look at the major content ideas you need
    to cover in your curriculum
     Teachers   need to select driving questions
      carefully so that the students learn the content
      stipulated in curriculum frameworks
     Let the instructional content drive the activity
 Look at big problems facing the world
  today and historically
 Look at what is relevant and current in the
  students lives
 Start with a lesson you already have and
  adapt it

Integrating PBL
 Give up the idea that you have to become
  experts but realize you have to be there
  for support
    Teachers need to learn how to
     questions student's thinking and
     challenge students to support their
 Remember to assess the meaningful skills
  – assess student thinking
 Try it – evaluate what you have done and
  adjust for the next year

  Differences in Project Based Learning
  and Activity Based Instruction
Example     Activity Based   Project Based        Differences between
Themes      Instruction      Learning             the two

            Complete         Identify pollution   The Activity Based tasks are
Pollution                    problems in the      just that – individual tasks
            labs that                             with no connections and no
                             community. Form a
            show effects     task force to
                                                  real world connection. The
                                                  Project Based approach
            of different     investigate the      defines an overarching
            kinds of         problems and         challenge and inserts these
                             devise technically   tasks in a meaningful
            pollution.                            community project. The
                             feasible solutions
            Identify         for each.            students may still complete
                                                  the labs, and identify
            components                            components of each, but
            of each.                              then they use this
                                                  information when devising

Examples of Project Based Units
Elementary: Reading
 Goal: Understand the elements, the
  functions, roles, and components of
  staging a play
 Essential Question: Why do we perform?
       Project: Students take on the roles of
        playwrights, actors, and directors. They
        translate stories into plays and perform these
        plays for other children at their school.

Middle School: Language
 Goal: Utilize the skills of argumentation
  and critical thinking
 Essential Question: Do we always say
  what we mean and mean what we say?
       Project: Students play the role of different
        community groups/members participating in
        a public forum on a controversial local topic.

Middle/High School: Language
   Goal: Understand the various types of
    environmental pollution that exists
   Essential Question: How can we keep our
    world healthy?
     Project:Students will take on a role of an
      environmentalist and research an environmental
      problem that exists in their area. The students
      will complete a persuasive writing piece on the
      environment and then they will devise a
      presentation (video, PPT, brochure, etc.) to
      inform others about the problem as well as
      present a plan for combating this problem.
Elementary: Science
   Goal: Understand how rocks are formed,
    learn about the sources, properties and
    mineral composition of indigenous rocks
    used in building materials
   Essential Question: Where does this rock in
    my hand fit into my life?
     Project:Students became geologists in their
      town planning initiative whereby they are
      responsible for choosing what type of native
      materials planners might use to create streets,
      buildings, pathways, and other structures.

Upper Elementary/Middle
School: Science
 Goal: Understand the different weather
  phenomena that exist around the world
 Essential Question: What do we fear?
       Project: Students will become weather
        forecasters informing the world about
        different weather phenomena and plans for
        being safe if these phenomena are

High School: Science
   Goal: Understand how physics connects to
    human needs
   Essential Question: Just because we can, should
        Project: Students investigate and weigh the outcomes
         from modern physics research including topics such
         as plasma physics, fusion, superconductivity, lasers,
         optical engineering, condensed matter, quantum
         teleportation, and biophysics. Students then take on
         the role of informed experts who present their findings
         to a senate subcommittee, taking a point of view about
         the risk or benefit of the research endeavor.

Elementary School: Math
 Goal: Understand simple economic
 Essential Question: Who owns what and
       Project: Students become entrepreneurs by
        creating a simple retail store within their
        school. They develop a plan where they
        decide what to sell, for what price,
        manufacture the items, market them and keep
        track of profit and losses.

Middle School: Math
 Goal: Students will understand how math is
  used in the real world
 Essential Question: How can I get what I
     Project:Students will take on the role of working
      adults and research a career, be given a salary,
      search for a house, figure out their mortgage,
      budget their money, draw their house to scale,
      keep up a check book, and furnish their house.
      Time permitting, scale models of selective
      houses will be completed for the development of
      a community.
High School: Math

 Goal: Understand how the stock market
  works and the effects on those involved
 Essential Question: How should I invest
  my money?
     Project: Students will form companies,
      become investors and or brokers, develop a
      plan for investment and track investments for
      a year.

Elementary: Social Studies
 Goal: Understand why and how the
  government addresses problems
 Essential Question: How can we
  communicate so we will be heard and
  understood? ?
       Project: Fifth grade students take on the role
        of their city officials and collect and analyze
        traffic data in the area around their school.
        They create a proposal that addresses ways
        to make everyone safer.

Middle/High School: Social
 Goal: Understand that people need to
  work together to solve problems
 Essential Question: How can individuals
  help solve world problems?
       Project: Students correspond with Peace
        Corp volunteers working around the world as
        they try to understand a particular problem in
        a specific place. Once a problem is identified,
        students assume the role of advisors to the
        U.S. ambassador of a developing nation and
        create a proposal for a volunteer program.
     Let’s Try One
Travel: Australia - Elementary through Middle School
Essential         Content              Lesson                        PBL Idea
Question          Questions            Description
                  What are the         Welcome to the Australia-
What makes a                           ―The Land Down Under!‖
place different   unique landforms     Come on a tour of
                  of Australia?        Australia’s unique natural
from other                             wonders and be amazed.
                                       Learn about the incredible
places?                                animals that inhabit this
                  What are different   continent. The students
                  kinds of animals     make a power point
                                       presentation of their
                  that live in         favorite animal and make a
                  Australia?           brochure of the natural
                                       wonders. The students
                                       present their learning in a
                                       class Web site.

      Let’s Try One
Travel: Australia - Elementary through Middle School
Essential         Content              Lesson                        PBL Idea
Question          Questions            Description
                  What are the         Welcome to the Australia-     Students take on the
What makes a                           ―The Land Down Under!‖        roles of the Ministry of
place different   unique landforms     Come on a tour of             Tourism and given the
                  of Australia?        Australia’s unique natural    task of increasing the
from other                             wonders and be amazed.
                                                                     tourist visits for the
                                       Learn about the incredible
places?                                                              upcoming year. They
                                       animals that inhabit this
                  What are different   continent. The students       need to include a plan
                                                                     for increasing tourism
                  kinds of animals     make a power point
                                                                     and put together
                                       presentation of their
                  that live in         favorite animal and make a    presentations showing
                  Australia?           brochure of the natural       the beauty of their land
                                       wonders. The students         as well as a sample
                                       present their learning in a   vacation itinerary,
                                       class Web site.
                                                                     including costs   .

 PBL makes school learning more like real-
  world learning
 PBL helps students learn the same
  content, only in a different way
 Besides learning content, PBL
  incorporates components like
  collaboration, problem solving,
  presenting, communication with others
 PBL motivates students to dig deeper as
  they get hooked on different issues

Activity 2: PBL Units
 Go to the document called ―Turning
  Activities into a PBL Unit‖
    The role my students will take is….
    The task they will complete is…..
 In small groups, generate a PBL unit idea
 Be prepared to share your idea in 15

The Design Process
   Start with the desired results
        What is important for students to do, know, perform
        What are the enduring understandings that are needed?
        What are the essential questions?
   Think about the evidence of learning
        How will you measure their understanding?
        What collective evidence using a variety of formal and
         informal assessments will you use?
   Plan the learning experiences
        Take a real-world topic and begin an in-depth
        What activities will help the students gain the
         knowledge and skills you have identified?
        What strategies will you use?
           How will you keep it simple and age appropriate?
         Activity 3
   Developing project ideas:
      Either on your own or with a partner go
       to the document ―Developing Project
      Start developing some ideas for the
       topics listed on the documents
      Share your ideas with another person or


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