Abellanida, John Rey D.

AB-English IV

Experimentation: students individually perform an experiment and then come together as a class to discuss the results. Research projects: students research a topic and can present their findings to the class. Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions. Films. These provide visual context and thus bring another sense into the learning experience. Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods Examples Decisions-Decisions Students, working in pairs are given a text or watch a video etc, along with: ' Summary cards' which purport to summarise key points from the text, some of which are true and some of which are false: e.g. The left ventricle feeds the lung Heart rate is measured in beats per minute, and if you are very fit your heart rate will probably be lower than average. Consequences cards' which state consequences of the facts given in the text. These consequences are not actually stated in the text itself. Again some are true and some false E.g. If you blocked the left ventricle no blood would get to the head Furring of the arteries would usually raise blood pressure. The pairs of students must decide which cards are correct, and what is wrong with the incorrect ones. This is a greatly enjoyed activity with the atmosphere of a game. Peer explaining Students in pairs are given two related texts about topics that have not been explained to them, for example one about measles and another about mumps. They each study one of these alone for say 5 minutes. Alternatively they could use the same text/video etc, but look at different aspects of it. For example students could watch a video or read a text on the marketing policy of a small company, and one student could look out for strengths in the policy and another for weaknesses. Each student explains their topic to the other who asks questions until they understand. Integrative task: The pair then works together at a task that requires them to work together on both topics. A useful question for this is to ask students to State what is the same, and what is different about measles and mumps. Or Considering both strengths and weaknesses, what do you think of the marketing policy? How could strengths be built upon, and weaknesses addressed?

Delicious Density 1. Make three predictions (for example, 1 Twix weighs the same as 2 Snickers and an M&M) 2. Test your predictions on the balances. Write the results below. 3. Why do you think you got the above results? Title - Compound (word) Conjure Objective: Students will practice joining compound words and using them in sentences. Materials: 3 x 5 index cards Teacher Prep and Information: This compound game is based on the game "Old Maid". Pick out as many familiar compound words as you can (some are listed below). Using the index cards as the playing cards, place the beginning word on one card. Then, place the ending word on a different card. It should look like this: CARD 1 CARD 2 Cup - board It helps younger students if you color code the words, for example "cup" "-board" could be red, while "farm" "-house" could be orange, etc. Just keep the cards in bundles with a rubber band for easy use and play. Place in each deck a card that says CONJURE. This is the "old maid" in the set. Student Procedures/Directions: 1.Place students in groups of 3 or more. 2.Each group will get a set of "Compound Conjure" 3.Shuffle the cards as in a usual card game, and deal out all of the cards. 4.Each student should look in their hand for any compound word matches and place those down, words up, in front of them. 5.The youngest person then starts by picking a card still in the hand of the person to the LEFT. 6.If it completes a match they may lay it down, if not it stays in their hand. 7.Play continues, always taking from the person on the LEFT. 8.At the end of the play, one person should be left with the CONJURE card (the Old Maid) and they then go first in putting their compound words into sentences or giving the meaning or the compound word. Compound words: Snowflake upstairs bedroom Birdhouse flowerpot treehouse Dollhouse baseball backyard Farmhouse downstairs driveway Watermelon bookbag doghouse Cookbook railroad candlestick Ladybug sidewalk storybook Cupboard playground background