Select a specific skill that you want to teach. Identify the grade level, curriculum area, and the specific skill. Describe how this skill could be taught using (1) procedural instruction, (2) anchored instruction, and (3) enhanced anchored instruction. Be specific and label the parts of your response with 1, 2, and 3 corresponding to the three types of instruction mentioned above. Read through the examples that others have given and do not repeat the same skill! Anchors away!! :)
4th grade-Civics/Gov't-How a Bill becomes a Law. Background knowledge – Basic structure of congress and its function. 1. Procedural Instruction-Introduce concept. Draw a diagram/flowchart on the Smart board. Have students study and memorize the steps. 2. Anchored Instruction- Define bills/laws. Discuss the laws that we have. Have students discuss what they believe to be the most important laws. Show the class the School House Rock Video. Have students do worksheets with steps for bill becoming law. Discuss the answers with students. 3. Enhanced Anchored Instruction-Discussion of how bill becomes a law. Show School House Rock Video. Have students act out key roles in process. (You could even have costumes.) After reenactment, have each student discuss their role in the process. Discuss current pending legislation.
ReplyDelete5th grade Science/Newtons Laws of motion- Basic Knowledge of the laws and how they are used in everyday life.
ReplyDelete1. Procedural Instruction- Discuss all three laws. Show diagrams of concepts of all three laws. Have students answer questions on material presented and give examples of real life experiences.
2.Anchored Instruction- Discuss newtons laws of motion then have students watch Brain Pop video on Newton's law of motion. Give students a worksheet on the video and have them answer questions. Then have them take the short quiz at the end of the video.
3.Enhanced Anchored Instruction-Discuss laws of motion. Then put laws of motion to work. Recap on the Brain pop video. Do simple experiments/examples of newtons laws of motion. Such an object in motion will stay in motion unless stopped by force. After doing demos have students discuss the examples and why the results came out as they did.
3rd grade science difference between solid, liquid, and gas. Basic Knowledge of all 3 states of matter.
ReplyDelete1. Procedural instruction: Discuss all three of the states of matter and how they are different. Have students answer question about the states of matter and show real life examples of solids, liquids, and gases.
2. Anchored instruction: Discuss the states of matter and have the students watch a video on the states of matter. Once they watch the video give them a worksheet over the video they watched. The video needs to include everything that the worksheet will be over so they have all the information.
3: Enhanced anchored instruction: Again, discuss the states of matter. then put them to the test, have the students work in groups and do experiments with the 3 states of matter. In these experiments have them share what they found and what was interesting.
4th grade/ Weather, specifically natural disasters. Students will be able to understand basic concept of tornados and how they form.
ReplyDelete1. Procedural Instruction: Define a tornado and explain changes in air pressure. Show students a diagram of a tornado forming and have them label the different parts of the storm. Teachers can also show students pictures of real life tornadoes and the damage they cause.
2. Anchored Instruction: Students will watch Brain Pop video discussing tornadoes and then complete activities from Brain Pop. The video will have included all necessary information for students to complete the worksheets and quizzes.
3. Enhanced Anchored Instruction: Students will again review the necessary components to make a tornado then view a short video that shows the steps to make a tornado in a bottle. Students will be divided into small groups, given a worksheet, then create their own tornado in a bottle. Students will then explain why the experiment worked.
5rd Grade/Science/Chemical Reactions
ReplyDelete1. Procedural Instruction- Introduce the concepts. Discuss the difference between chemical and physical changes of matter as well as discussing specific examples of these changes and how to identify which is which. Create a worksheet stating how to identify chemical reactions and common chemical reactions seen in everyday life for students to study and memorize for a quiz during the following science period.
2. Anchored Instruction- Introduce the concept of chemical reactions in a short overview followed by a video on chemical reactions then closing with a discussion and quiz. Students will watch Bill Nye the Science Guy Episode 24 video on Chemical Reactions in which they will fill out a worksheet on how to identify what a chemical reaction is, how to identify chemical reactions and clues to identify the reaction, and the common chemical reactions found all around us. After the video is over discuss with students the answers on the worksheet and have them take a short quiz discussing important information on chemical reactions.
3. Enhanced Anchored Instruction- Introduce the concepts. Discuss what a chemical reaction is, how to identify a chemical reaction, clues to indicate a chemical reaction, and the common chemical reactions found all around us. With this method of instruction the class will conduct an experiment. This experiment will investigate the chemical reaction that takes places when creating silly putty from Elmer’s glue and sodium borate (borax). Before making the silly putty students will write a prediction statement on what will happen when they mix these two elements together. Then students will make their own small Ziploc bag of silly putty by conducting this experiment and then write a reflection paper on what they observed throughout the experiment as well as how this experiment can be classified as a chemical reaction.
6th grade mathematics/ How to Find the perimeter of a square.
ReplyDelete1.Procedural Instruction: Introduce the basic concepts of finding the perimeter of a square. Show students what action to take through the perimeter equation “a x 4= total Perimeter. a= perimeter of one side.”
2.Anchored Instruction: Discuss how to correctly solve the problem, apply example problems to students, review answer’s to see if students properly understand the concept.
3.Enhanced Anchored Instructions: Show a video solving the perimeter of a square. Work on problems associated with video. Assign students certain steps for the problem, afterwards have students explain assigned roles when solving the perimeter. Real life models of a square can be created using edible candy to better help students visually grasp the concept.
High School, 10th, 11th, or 12th/Math/Trigonometry, specifically the Pythagorean Theorem (finding the hypotenuse of a right triangle, a2 + b2=c2)
ReplyDelete1. Procedural instruction: The teacher will first draw a right triangle on the board, labeling the 3 sides a, b, and c and then write the Pythagorean theorem on the board. Give the class the values of sides a and b and explain how students can use the Pythagorean theorem to calculate the length of c. Calculate the value of the hypotenuse by adding the squares of sides a and b and taking the square root of the answer. The square root is the value of side c. Students can be given more examples on the board, participating in a guided group activity where the students are given a worksheet with 8-10 right triangles where they have to use the Pythagorean theorem to calculate the length of the hypotenuse.
2. Anchored Instruction: Students will be introduced to the concept of the Pythagorean Theorem by use a video illustrating the basics of the theorem and how the theorem can be applied in architecture, construction, etc. They will then discuss as a class how the theorem can be applied in real life situations and how it might help in construction and architecture to know how to find the hypotenuse of a triangle if the other measurements are known. Students can then be given a worksheet in which they must calculate the measurements of a geometric drawing of a house.
3. Advanced Anchor Instruction: The concept of the Pythagorean theorem will be introduced and practiced as a whole group. Once the students have a basic understanding of the theorem, they will go as a class to a local park where they will be given the challenge of measuring the length of 4 of the small ponds in the park. The premise of this is that the pond is too wide and difficult to measure but there may be a way to measure it without getting wet. The park would like to build bridges or piers and they need to know how long the pond is in order to know how much wood may be needed to build them. In teams, with rope and stakes students will be asked to form a right triangle (2 of the sides formed by rope) with the pond’s length being the hypotenuse of the triangle. They will then measure the 2 sides of their triangle, each draw a picture of the triangle and calculate the length of the pond.
7th grade/ Mathmatics/ Mutiplication tables
ReplyDelete1. Prodcedural Instruction: The teacher will introduce the basic fundamentals neeeded to complete mutiplication tables. First the teacher will explain how when mutiplying you are adding that number to itsself the amount of times you are mutiplying it by. For example when mutiplying you 2 tables you would add the number you are mutiplying by 2 times. (e.g. 4x2=?, you would add 4+4=8, therefore, 4x2=8).
2. Anchored Instruction: I would provide worksheets with examples. These worksheets would provide a step by step detailed instruction for how to solve mutiplication tables. I would then go over the mutiplication tables 1-10 and disscuss the rules for each number. Then, if students are still confused i would supply a short video that would further explain the mateiral with a visual concept on how to understand the material.
3. Enhanced Anchor Instruction: For this type of instruction i would bring out counting counters. For the counters i would have different colors and then show the students how to seperate the counters into mutiples of 4 two times to represent 4x2.
1st grade/ Adding and Subtracting
ReplyDelete1. Procedural Instructions: I will show the students the basic of mathmatics involving adding adn subtracting. Explain that when something is added to something else the number goes up or becomes more and when something is subtracted from something else the number goes down or becomes less. For example when you add 2 to 2 it would equal 4 (2+2=4)
2. Anchored Instruction: Worksheets with examples where they take objects shown as pictures on the paper to add and subtract. For example, if there are 4 pears and Johnny eats 2, how many are left?
3. Enhanced Anchored Instruction: For this instruction I would use objects that the students could actually manipulate with their hands to understand the concept of adding and subtracting. like they could have 5 cookies but give them out to their friends so they just have 1 and have them count how many they are subtracting.
5th Grade, Gym Class - How to do a pushup
ReplyDelete1.Procedural Instruction: Show the child a chart of how to do the proper workouts. The workout will have the basic fundamentals of doing a pushup, showing them step by step how to do it. Introducing the concept of a proper pushup
2.Anchored Instruction: I would then show them video that would show them all the proper ways to do a pushup visually and also all the wrong ways. It would be a video showing the many different forms and allow them to step the steps actually being done in a real time situation via multimedia.
3.Enhanced Anchored Instructions: the students would then be asked to break off into groups and properly identify proper pushups and inproper pushups.
4th grade/ Math/ How to add and subtract fractions
ReplyDelete1. Procedural Instruction- Show the students addition and subtraction problems and work through them step by step on the board.
2. Anchored Instruction- Next use a video or exercise showing the student visually how to work out the problems. Maybe the videos could use a pizza or a pie to demonstrate adding fractions visually.
3. Have the students use fraction sets (I have seen ones that are hamburgers or just differently labeled blocks that stack together) to do problems in groups to practice themselves.
2nd grade/Math/ How to add and subtract whole numbers.
ReplyDelete1. Procedural Instruction. First, i would show them one problem of each, addition and subtraction. Then, i would work with the class showing them how to add and subtract the numbers.
2. Anchored Instruction. After i show them the problems. I would then introduce a more detailed way to solve an addition and a subtraction problem. The procedure i would choose t help them would be touch math. Touch math is where you add or subtract two numbers, such as 7 to 12, the 12 has has dots on it that the child will count with to get the correct answer.
3. Enhanced Anchored Instruction. Students will be broken into groups and understand clearly how to use touch math. Then, students would be asked to go to the smart board and do a problem either addition or subtraction to test their knowledge.
Kindergarten/ Child Development/ How to tie a shoe
ReplyDelete1. Procedural Instruction- I would first list the actual steps of how to tie your show from beginning to end. Beginning with taking one lace in each hand cross them to make an X. Draw the laces ensuring they are tight. Make a loop out of one lace then take the other lace and wrap it around the looped lace. Feed the lace in the hole that has just been made. With the lace now through the hole, grab hold of both loops and start to pull the knot tight, continuing pulling on the loops until the knot is firmly tied.
2. Anchored Instruction- A video would be the best option when trying to teach such a tricky and confusing skill such as tying your shoe. Children in the Kindergarten needs as much visual assistance as they can get in performing this task.
3. Enhanced Anchored Instruction- In performing this actual skill, I would provide the children with tools, e.i a wooden shoe with laces or possibly a cardboard cut out of a shoe with laces. They can practice on those instruments until they feel confident enough in performing it on their own set of shoes.
4th-5th grade Fossils/Dinosaurs
ReplyDelete1. Procedural Instruction- Lecture about what they are learning about, and read from the book. I would show pictures up on the overhead and explain what they are and how they came to be fossils and during which time period.
2. Anchored Instruction- There is a Magic School Bus video about this. Show them the video and talk about what they learned. Maybe even pause it from time to time to talk about what is going on in the video to give them more information about it.
3. Enhanced Anchored Instruction- I would bring in examples of fossils to be able to show them to the class. Have them get into groups and classify the fossils together. I would give them the information they need before hand and show examples before so they would know what they are looking for and what is what.
Kindergarten Math; identifying "more" and "less"
Delete1. Procedural instruction: Introduce and define the terms "more" and "less". Show the students different piles of cubes. Count each pile, telling the students which pile has more and which pile has less. Give the students a worksheet that instructs them circle which picture has more and which picture has less.
2. Anchored instruction: Introduce and define terms "more" and "less". Show 2 piles of counting blocks. Work together as a class to count each pile and decide which pile has more and which pile has less. Give each student a set of 10 counting cubes. Ask students to make one pile of ___ cubes, and another pile of ___ cubes. Ask each student to point to which pile has more, or which pile has less. Do this several times using different numbers of cubes. Then, let the students do this on their own, having to tell their neighbor which pile has more and which pile has less. At the end, come back together as a class to share what we have learned.
3. Enhanced anchored instruction: Introduce and define the terms "more" and "less". Give each student a blank number strip and have them write their numbers 1-10 in order on their number strip. This will be their "smart tool". Have students watch a video of different "more" and "less" real-life scenarios. Between each scenario, the movie would be paused for students to count out (using their own set of 10 counting cubes) to solve the problem on the video. The students will use their number strip to check their answers of which number is more or less/which pile has more or less.
11th Grade Special Ed Classroom.
ReplyDeleteTelling time. Analog clocks.
1.Procedural-
Tell students that there are 12 numbers on a clock representing an hour.
Tell the students there are 60 tics on a clock representing the minutes.
Tell the students there are two hands on the clock. A short one which represents the hour, and a long one which represents the minute.
I would have a large clock and show the students several examples.
2. Anchored- Use the students shedules with the printed form of the time and ask them to show me on a clock at their table what the time looks like when they should go to that class.
3. Advanced anchored- Have a scavenger hunt where the students use telling times as keys to directions on a map if they tell the correct times and make the right moves on the map and finish first they will win the scavenger hunt.
8th grade mathematics-word problems determining which steps need to be taken and in what order to solve the problem correctly (Oder of operation).
ReplyDelete1) Procedural Instruction- I would walk them through a few problem helping them to pick out key words that tell them which step or order of operation to use- and then give them a step by step of how they are to work out the problems.
2) Anchored Instruction- I would make sure that the word problems had information that was interesting to the students and at a level that they could understand. Using information that applies to the students or peeks their interest keeps their attention longer and gives them more incentive to work through the problems. Example: Joe went to game stop with 50 dollars and he bought 3 games. The first game was 2 times the price of the second game and the third game was 10 dollars. How much was the other two games?
3) Enhanced Anchored Instruction- I would try to have items that matched up with the items in the word problems and have the students lable them with the correct variables and put them in the correct order of operation to work out the problem. This way they are not just looking at the problem on paper and are able to move things around and better understand what they are reading and apply it.
Kindergarten: Knowing the difference between truth and a story (Fact vs. Fiction)
ReplyDelete1. Procedural Instruction: At first, I would make sure to define each one, fact and fiction, and give brief examples. I would then discuss the importance between knowing the difference in a fact and a story and how it will be important for the rest of their lives.
2. Anchored Instruction: I would relate current social issues to the classroom and use outside events to allow the students a chance to determine a fact versus a story. This would give a nice transition to incorporate current events into the classroom. This provides the students with the want to learn about these differences.
3. Enhanced Anchored Instruction: I would show a video of someone who is not telling the truth, stating a fact, or telling a story and allow the children to decipher if this person is stating a fact or telling a story. I would also ask the student to tell me a story and then separately, state facts about themselves. I would encourage students to learn facts about their classmates, and current events and bring them back into the classroom.