amy's thoughts…
...CIMT 665 blog
© 2012 amy's thoughts…
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amy's thoughts…
...CIMT 665 blog
© 2012 amy's thoughts…
Tarski Theme by Ben Eastaugh and Chris Sternal-Johnson.
Provided by WPMU DEV -The WordPress Experts. Hosted by Edublogs.org
5 Comments
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Amy,
I love the PDF file format! When you have time, could you please tell me how you did it? I get really frustrated trying to copy and paste my word documents to my blog page because all the spacing,etc. gets messed up. And people say it can be hard to read.
thanks,
Mindy
Hi Amy
Overall Nice Lesson Plan
Here is constructive feedback:
I would go into further detail when you discuss your procedures. As I read through you lesson plan, I got the feeling that I could not implement this without your help and expertise? I was also unclear how inductive thinking played a part in your procedures. Perhaps with more detail, I would have a more clear picture.
Hi Sabrina,
Here’s some information that might help answer some of your questions…
Inductive thinking involves concept formation, listing, grouping, interpreting data, identifying and exploring relationships, making inferences, applying principles, predicting consequences, verifying predictions, etc. as the Models of Teaching book summarizes on page 100. My lesson plan incorporates all of these things as the student will watch a demonstration of a volunteer being stretched using various techniques. As each stretch is performed on the same muscle, the range of motion is measured and recorded as data. The students will then have to apply the data collected from each stretch to their previous knowledge of muscle physiology to group the type of stretch and range of motion outcome into specific categories. By doing so, it will help them make predictions based on their basic knowledge of physiology and test them by applying them to different muscles.
Considering this is intended as a lesson plan for a college level class in a very specialized field, I could not expect anyone outside of my discipline or physical therapy, exercise science, or the like to be able to just pick up this lesson plan and teach in my absence. Having an understanding of exercise physiology would be a sort of prerequisite to being able to teach this at the college level. Considering you are not an athletic trainer, I understand how you may feel lost when expecting to just read the lesson plan and carry it out, but as I complete my lesson plan, I will be adding a few more definitions to the concept area to help clarify. However, the terms are technical and specific to my discipline, which may still seem foreign to those who work outside the content area.
Amy,
I think your plan reflects a good use of the inductive model. I also think your level of detail is appropriate though I certainly empathize with Sabrina’s discomfort with the terms. The one quibble I have is that you have listed some terms under concepts when I think you are listing vocabulary. (Of course, given my unfamiliarity with your discipline, I might very well be wrong). Double-check the distinction between vocabulary and concept and label that list appropriately.
It is a sort of vocabulary list. I intend to add explanation/definitions of each term because understanding the concepts behind each of those terms is necessary to weave them together in the lesson. In this particular situation, it is sort of difficult to distinguish concept and definition because they are one in the same. Any suggestions as to what I might add to make that more clear? Or is simply calling the section vocabulary rather than concepts along with the definitions all that is needed?