INTRODUCTION STANDARDS DIMENSIONS OF LEARNING STUDENT RUBRIC CONTACT STUDENT’S PAGE
Introduction
This lesson is part of a series of lessons I developed that can be used during the teaching of a unit on bats. It was developed for use in a third grade classroom, but can also be used in a second or forth grade classroom as well. The Scavenger Hunt and Poems will teach students different myths, facts, locations, purposes, and much more; while combining together a span of disciplines. It will enable the students to learn the many different views people have about bats, as well as allow them to have fun while searching. The students will gain a great understanding about bats and why they can be useful. In the end, students will be able to easily answer questions that friends or family members may have about bats.
Standards
The standards that I used to create the unit on bats; stem from the Massachusetts Curriculum Frameworks. From the standards I chose to work with, I created my own set of Power Standards, which you will also see listed below. Not all of the following standards were used in this particular lesson, but are used in the unit I had created.
The standards that are incorporated into my Power
Standards and unit include:
Language Arts:
Language Strand- Learning Standard 4
Literature Strand- Learning
Standards 9, 10, and 14
Composition Strand- Learning Standards 19, 22, and 23
Media Strand- Learning Standard 26
Mathematics:
Patterns, Relations, and
Algebra Strand- Learning Standard 2.1
Measurement Strand- Learning Standard 3.2
Science:
Domains of Science Strand-
Life Science: Characteristics of Organisms
The following are the list of five Power Standards I
created for the unit on Bats:
Students
will:
q Acquire, identify, analyze,
demonstrate, and apply their knowledge of English Language Arts
q Use their knowledge of
English to write, edit, and enhance their learning when reading and writing
q Gather and evaluate findings
by using a variety of media
q Communicate, reason, solve,
and demonstrate their skills using various forms of mathematics
q Observe, explore, classify,
describe, and demonstrate their acquired knowledge on the characteristics of
organisms
Dimensions of Learning
The
five Dimensions of Learning were created by, the Department of Staff Development, in
collaboration with the Division of Instruction. They can be found at http://www.pgcps.pg.k12.md.us/~elc/dolref.html.
Dimensions of Learning (DOL)
is an instructional framework based on the premise that five types of thinking,
what we call the five dimensions of learning, are essential to student learning
and academic performance:
·
Positive attitudes and perceptions about learning
·
Acquiring and integrating knowledge
·
Extending and refining knowledge
·
Using knowledge meaningfully
·
Productive habits of mind
Dimension 1:
Positive Attitudes and Perceptions About Learning
Attitudes and
perceptions affect students' ability to learn. Without positive attitudes and
perceptions, students do not learn well. Dimensions of Learning offers
ways to help students think positively and constructively about themselves,
their peers, teachers, and assigned tasks.
Dimension 2:
Acquiring and Integrating Knowledge
Cognitive psychologists have learned a
great deal about the way students acquire and integrate new knowledge. For
instance, they know that students build new knowledge by relating it to prior
learning and experience. They have found that the learning process for procedural
knowledge (skills, procedures, and processes) is different from the process
for declarative knowledge (facts, concepts, generalizations, and
principles).
Dimension 3: Extending and Refining Knowledge
Students don't really own declarative and
procedural knowledge until they process the knowledge for greater understanding
through activities designed to help them apply and refine that knowledge. The Dimensions
of Learning framework includes eight specific thinking processes suitable
for extending and refining knowledge:
• Comparing • Classifying
• Abstracting • Inductive Reasoning
• Deductive Reasoning • Constructing Support
• Analyzing Errors • Analyzing Perspectives
Dimension 4: Using Knowledge Meaningfully
Students learn best when they need
knowledge to accomplish a goal they consider important. The Dimensions of
Learning framework includes six types of thinking processes (decision-making,
problem-solving, invention, experimental inquiry, investigation, & systems
analysis) that can be used to encourage students to use knowledge
meaningfully. A meaningful-use task includes five key elements:
- Application Oriented (Integrates a variety of higher-order thinking processes)
- Student as Professional (Real-world roles, problems, and issues; a reality-based scenario)
- Long Term (Cannot be completed within a single class period)
- Involves Student Choice (Particularly concerning approach and end product)
- Multiple end Results (Tangible Product, Oral Presentation/Defense)
Dimension 5: Productive Habits of Mind
Teachers can't teach and students can't
learn everything there is to know. However, schools can facilitate the
development of mental habits that will enable students to learn on their own.
The Dimensions of Learning framework includes specific ways to develop
students' self-regulatory, creative, and critical thinking skills. Instruction
to foster habits of mind includes the reinforcement of long-term goals such as
valuing accuracy, responding to feedback, planning effectively, and using
resources.
Department of Staff
Development, in collaboration with the Division of Instruction
Student Rubric
The following is the
rubric that the students will be graded on for the Batty Scavenger Hunt and
Poems lesson.
Scavenger Hunt and Bat Poem
Rubric
4
Points:
q
Chosen
bat poem written without leaving words out
q
All
spelling is correct
q
Capital
letters are where needed
q
Written
in best handwriting
q
100%
of Scavenger Hunt completed
3
Points:
q
Chosen
bat poem written with a couple of words left out
q
A
few misspelled words
q
Not
all words are capitalized that should be
q
Written
neatly
q
75%
of Scavenger Hunt completed
2
Points:
q
Many
left out words
q
Many
words spelled incorrectly
q
Capital
letters missing on most
q
Written
in a hurry
q
50%
of Scavenger Hunt completed
1
Point:
q
Not
even close to what the poem says
q
Most
words misspelled
q
No
capital letters
q
Very
messy
q
25%
or less of Scavenger Hunt completed
Contact
For
any questions or comments, please feel free to e-mail me at Klynn31@aol.com; Subject: BatQuest.