BUMP      Here is your question:

 1. Describe 3 major differences between a constructivist lesson

and a direct instruction lesson.  Each difference should be at least 2

paragraphs in length and no longer than 4 paragraphs.

2. In your subject area and subject level, choose a concept that

you

teach.  Choose 3 technologies that you could use to teach your

concept (Technologies include Draw, spreadsheets, databases, hypermedia,

internet use, email, presentation software.)  Describe, in 1 to 2

paragraphs each, how you would use the technologies in a constructivist lesson

AND in a direct instruction lesson. (This should be a total of 6

descriptions.)

Example:  If I were going to teach my 4th graders the concept of

"nouns" and I had chose to use 1) a presentation software, 2)

telecommunications, and 3) hypermedia, I would plan a direct instruction lesson(s)

to include these 3 technologies.  I would describe how I would present

nouns in a PowerPoint lecture.  Then the students would email each other

a message listing all the nouns they saw on their way to school.  Then 

they would complete an activity that I had created in HyperStudio for them. 

Then I would plan a constructivist lesson(s) and do the same thing, but

each of my activities would be student-centered.

PADRON

Please discuss Cummin's CUP/SUP    and  BICS/CALP in responding to the folowing question.

Question: 

      ¿Cómo organizaria usted la instrucción en un salón bilingüe para poder desarrollar ambos idiomas en el estudiante?  Considere las siguiente areas: 

(1) ¿Cómo es que la enseñanza del primer idioma puede ayudar el aprendizaje de conceptos en areas como matemáticas?

(2)  ¿Qué métodos en particular usaria usted en su salón de clase?

(3)  ¿Cuáles resultados, en terminos de aprendizaje de conceptos, que se pueden esperar usando el método que usted selecciono? 

PATTERSON

After reading the following profile, answer these questions:

a.     List at least three instructional objectives for this student.  What does he need to learn in order to accelerate his reading and writing achievement?

b.     Then suggest at least five appropriate instructional strategies, describing the strategy and explaining your rationale fully.  Cite researchers and authors as appropriate.

c.     Discuss what additional assessment information you would like to have in order to make your recommendations more comprehensive.

            Buddy strolled into his third grade classroom with his shoulders cocked back and a scowl on his face that seemed to say, “You can’t make me!”  He appeared confused when his teacher asked him to choose a book that he would like to read and to be seated anywhere that he liked.  He did choose a book and a chair but immediately began disrupting those reading around him.  Later, during writing workshop, he made paper airplanes and couldn’t think of a thing he wanted to write about despite several efforts by the teacher to get him engaged by offering topics in which he might be interested. 

 After a day or two of this behavior, his teacher had a conference with him to find out about his interests.  Reluctantly, in monosyllables, Buddy answered questions, telling with few details about his home in the country, his animals and finally, with animation and far more details, his love of rodeo events.  He told his teacher that he would be a world champion team roper and that he didn’t believe that rodeo riders needed to read and write and that he hated both of them. 

            According to an informal reading inventory, Buddy was reading two grade levels below his peers, and an analysis of miscues revealed high use of graphophonemic knowledge, but little use of semantics and few examples self monitoring. It was clear from his retellings that expository text was more difficult for him than narrative.