Classroom activity modelling Kim Doi and Amy Gareau Education 460 February 3, 2014

Grade 3 Social Studies- Quality of Life Stage 1- Desired Results General Outcome 3.1 Communities in the world Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru. Specific outcome 3.1.2 examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry: How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)? (CC, ER, GC) Understandings Students will understand that -There is diversity of experiences within the class and abroad -increase awareness of misunderstandings /generalizing/ one perspective taking regarding India etc. -increase understanding of culture and community, home and abroad Big picture- Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru (Alberta Program of Studies, 2005). Students will know That there are commonalities and variances in quality of life and begin to explore reasons why they occur. Essential Questions -Commonalities and variances- why is there uniqueness, what creates it? (economy, geography, etc.) -KWL- what did you think life is like in these places before reading? -what questions remain do you still have and want to look more into from the reading? -where do you think mis/incomplete understandings come from? (parents, media, friends, etc.)

Students will be able to Think critically about other parts of the world and consider other perspectives. Gauge own learning that occurred during the lesson- exit cards.

Stage 2- Assessment Evidence Performance Tasks Other Evidence -discussion- partners and class -home journal- telling family what they learned about -KWL sheet quality of life personally and in different countries. Draw -reading- comparison picture to further demonstrate understanding. Have family -exit cards- what would you ask the person in your book member respond. about his or her of life? -self assessment on exit card- how would you rate your Criteria- KWL sheets- development and process not understanding of quality of life after today- scale 1-5. 1 correct answers; Exit card- depth of understanding by being no understanding, 5 being very well can explain to depth of question. friends, teacher, and family.

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Stage 3- Learning Plan Learning Activities: -introduction to quality of life of themselves and others in the world. KWL- reflect on own understandings and thoughts that they have of other places -hook- visually interesting books, hold- engage curiosity by students creating questions about other places in the world -books- critical thought by creating questions about why places vary in quality of life KWL, exit card, journal- revise and rethink understandings -different books at different reading levels- different processing strengths, more visual if needed (ELL), work in pairs or alone as per personal preference and need (ELL), flexibility of space, have web based site of different stories - age appropriate resources and those that met the Exploring Childrens Literature Through a Social Studies Lens criteria ie. books and website; draw picture in journal to show understanding of what was learned if writing skills are not strong Organized- formative evaluation- maximize effective learning- metacognition, check points for teacher and students which will guide short reading and discussion times, move on to tasks without letting students lose attention- keep them interested in different tasks -sustain engagement- excitement to get students asking questions, social interactions with classmates, creating positive atmosphere where everyone can participate in their own ways- maximize learning and engagement

Our rationale for our activity and lesson plan has been focused on student-centred learning and student led inquiry. Most of our rationale is based on Kenneth Hensons (2003), Foundations for Learner-Centered Education: a Knowledge Base. In his article he focused on five points of learner-centredness which we expand on below: 1. Learners have distinctive perspectives or frames of reference, contributed to by their history, the environment, their interests and goals, their beliefs, their ways of thinking and the like. These must be attended to and respected if learners to become more actively involved in the learning process and to ultimately become independent thinkers (p.10). We have engaged students frame of reference by beginning with a conversation about their understanding of the concept of quality of life. We have also worked from the starting point of their understandings around these particular parts of the world. We recognize students in our class that may be from different parts of the world as well and encourage them to share their experiences. 2. Learners have unique differences, including emotional states of mind, learning rates, learning styles, stages of development, abilities, talents, feelings of efficacy, and other needs. These must

Classroom activity modelling be taken into account if all learners are to learn more effectively and efficientl y (p.10). We have given the class responsibility for their own learning in making choices about whether they want to work by themselves or in small groups. This provides opportunities for self-directed learning as well as collaboration. We also chose reference books that require different reading levels , so that even students at lower reading levels can benefit from the lesson without being singled out. We chose a book that is primarily a photography book, so even a student who is a beginning English language learner can get a picture of what life might be like in another part of the world. 3. Learning is a process that occurs best when what is being learned is relevant and meaningful to the learner and when the learner is actively engaged in creating his or her own knowledge and understanding by connecting what is being learned with prior knowledge and experience (p.10). We have tried to connect the lesson to the students lives by first exploring their own quality of life and allowing them to think critically about the conditions of their own environment, then finding shared and unique experiences with children in other parts of the world. We also want to use student curiosity to guide our further exploration of these parts of the world. This is why we used the exit cards. Along with being a formative evaluation, this also serves to engage the students and requires them to be more active and curious in guiding their own learning. Using the KWL strategy, students can visualize their own learning by seeing the knowledge, questions and what they have learned at the end of the lesson on the sheet. 4. Learning occurs best in an environment that contains positive interpersonal relationships and interactions and in which the learner feels appreciated, acknowledged, respected, and validated (p.10). We hope to make our classroom an environment where students feel respected and like

Classroom activity modelling they belong. This is partly done by making sure there are resources for all types of students, as discussed above and letting them work with and interact with classroom members on their own terms. In the long term we will watch how and which groups are formed making sure no one is left out or ostracized. 5. Learning is seen as a fundamentally natural process; learners are viewed as naturally curious and basically interested in learning about and mastering their world (p. 10).
Our lesson was built around students curiosity about other places and students in the world. We hope to use student inquiry to guide further exploration. Using explicit learning targets is a good way to guide both student and teacher progress through the material. Deborah McFarlane (2007) writes When students and teachers have a clear picture of key learning outcomes and the assessment evidence that will be collected right from the beginning of instruction, then instruction and student learning are more focused and student success is enhanced (p. 1) . This is why we chose to include a focused learning target in our lesson. Our exit cards operate as formative evaluations. This gives students an immediate feedback and gives them an opportunity to reflect on their own understanding. Valerie Shute (2008) found that The superiority of immediate over delayed feedback has been demonstrated for the acquisition of verbal materials, procedural skills, and some motor skills (p.164). This also gives students a chance to develop metacognitive skills. Bransford & Cocking (2000) explain that Teaching practices congruent with a metacognitive approach to learning include those that focus on sense-making, self-assessment, and reflection on what worked and what needs improving. These practices have been shown to increase the degree to which students transfer their learning to new settings and events (p. 12). Our decision to use KWL and exit cards with self-assessment is also congruent with the theory of metacognition. Giving students a visual representation of their own learning and gained understanding helps them to reflect on their own learning.

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Works cited: Bransford, J., Brown, A. & Cocking, R. (2000). How people learn. Washington, DC: The National Academies Press. Retrieved from: http://www.citadel.edu/education/images/files/syllabi/foundations_for_learner.doc Henson, T. Kenneth, (2003). Foundations for learner-centered education: a knowledge base. Education, 5(12). 1-12 McFarlane, D. (2007) Unpacking Key Learning Outcomes. ATA Magazine, 87(4). Retrieved from: http://www.teachers.ab.ca/Publications/ATA%20Magazine/Volume%2087/Number%204 /Articles/Pages/Unpacking%20Key%20Learning%20Outcomes.aspx Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153189.