Difference between revisions of "Unit 3: Facilitating groups with roles"
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Revision as of 20:45, 12 May 2019
Unit 3: Facilitating groups with roles
Upon completion of this unit, participants will:
1. Breakdown techniques for effective facilitation of group roles.
2. Create a lesson plan that involves students working in groups with roles.
- Read the following articles
- Discussion on identifying student strengths for each article. You can find the location for your responses for each article in the Unit 2 topic found in google classroom. For each article, you need to respond to two of three prompts and reply to at least three previous posts if available. Google Classroom works best when you are on the classwork tab found in the upper middle section of your screen, rather than the stream tab.
- Strengths and Needs Activity. For this assignment, you will first create a rubric designed to identify your students' strengths and needs. Post the rubric in the assignment found in google classroom Then you are going to use this rubric in order to determine one of your students' strengths and needs. After you have done this, analyze how this information will direct, and inform your instruction relative to this student, post this in the assignment found in google classroom as well.
- Reflective assignment. What is the importance of analyzing student strengths and weaknesses, and how does this guide your instruction? Post your response to this in the Reflective assignments found in the Unit 2 topic of google classroom.
Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P., White, H.B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL and PLTL. Biochemistry and Molecular Biology Education, 36(4), 262-73.