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COOPERATIVE LEARNING PRESETATION
mindy leblancon 10 December 2012
Transcript of COOPERATIVE LEARNING PRESETATION
Mindy R. LeBlanc
Debbie Hornsby, Ed. D.
December 10, 2012 Understanding Diversity Lagniappe References December-March Different Ways to Govern Cooperative Groups Potential Benefits Components of Group Building Visual/Auditory Learners Students learn the differences between the winter and summer season through hands-on activities.
(Science, Math, & Language Arts-Pre-kindergarten through Kindergarten) Seasons Learning Objective (Science, Math, & Language Arts
Pre-Kindergarten-Kindergarten) 1. Identify pictures of the winter and summer season.
2.Compare and contrast winter and summer.
3. Sort and classify winter and summer clothing.
4.Participate in independent writing. WINTER Play a video about the seasons on the Smart board for students with visual and auditory impairments. The video should explain the differences between winter and summer while showing images of winter and summer and how they go in a cycle. 1. Students will be able to differentiate between the winter and summer seasons.
2. Students will be able to follow one and two step directions.
3. Having the students stay on task.
1. Group students with different learning styles.
2.Group students from different ethnic groups and genders.
3. Split-up students with disabilities or impairments with more academically inclined students in the group.
4. Make different groups for each new lesson plan to have the students interact/socialize with all students in the classroom. 1. Always monitor and interact with the groups.
2. Ask questions about the lesson to the students
3. Have the students equally participate in the lesson.
4. Set goals for the students.
5. Hold each student accountable for his or her work and the group's work. Burden, P. R., & Byrd, D. M. (2010). Methods for effective
teaching: Meeting the needs of all students (5th. ed.).
Boston, MA: Pearson Education
Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009).
Methods for teaching: Promoting student learning
K-12 classrooms (8th ed.). Boston, MA: Pearson
Maurer, Andrea J. (N/D). Winter vs. Summer.
Lesson Plan. http://www.scholastic.com
Willoughby, Jennipher (2000-2005). Differentiating
Instruction. Meeting Students Where They Are.
Teaching Today. Glencoe/McGraw Hill Inc.
Summer Time Winter Time Class Instruction 1.Read The Snowy Day by Ezra Keats, Summer by Maria Ruis.
2.Discuss the differences between the winter and summer seasons.
3. Cut out items relating to each season from a magazine.
4. Paste the items of each season on two seperate pieces of paper, one for winter and one for summer.
5. Identify clothing and differenate between winter and summer, and select one piece of clothing. Group Instruction 1. Split class into two groups according to their clothing items (winter or summer).
2. Have each member of each group write the following sentences:"In the winter/summer, I wear______." Students are to sound out and write the piece of clothing of they selected in the appropriate space.
3. Students are to glue a picture their face on the piece of paper, and then draw themselves wearing the item of clothing they chose.
4. Have the students use a T-chart to guide them for addional objects that they can add to their picture. SUMMER FALL SPRING Kinesthetic Learners Have the students collect items of clothing and other items relating to each season. Have the students sort and chose their favorite item and identify how it relates to a particular season Individual Learners Have the students use a T-chart to identify the different seasons and objects or clothing within a season. (Ex. snow, sunny sky, flowers, snowman, mittens, and sandcastle) Potential Challenges 1. Finding out of season items.
2. Dividing the class into two groups that are even and well represented by all diversity in the classroom.
3. Having enough material to use for the activity. June-August Winter vs. Summer