Lessonplan:November 22, 2005PURPOSE:
Learning money while getting anxiety down and learning/practicing computer/technology skills at a same time.
Requirement: Students should have: basic money skills, keyboarding skills, calculator skills, knowing numbers and first grade reading or ability to recognize words, computer/internet access.
Why it is good to have money skills?
What can you do if you know your money (go to movies, restaurants, shopping, etc.)?
How it makes you feel?
Who likes video/computer games? How do you like the idea of playing and practicing at a same time?
1. Practice pre-required skills (identifying money, value, counting).
2. Teacher provides re-view of basic keyboarding use.
3. Teacher introduces game, models.
4. Full group tries together. Students will tell teacher what to do.
5. Small groups will play game together. Teacher will monitor by checking in and out between different groups.
6. Individual game play.
Was it fun?
Did you realize that you actually practiced your money skills and learned! Does it feels good?
STRESS IMPORTANCE OF MONEY SKILLS AND RELATION TO INDEPENDENCE.
"Using Phone" Lesson PlanNovember 22, 2005AUTHOR;
Post-High Transition Program
Canby School District
Post-High Life Skills, ages 18 - 21.
USING PHONES IN AN AGE APPROPRIATE MANNER.
A. Making a phone call:
c.1.making an appointment
B. Answering phone calls.
C. Getting a message.
D. Leaving a message.
Critical thinking, communication.
HIGH ORDER THINKING:
Learning the knowledge/skill and practicing in a safe environment.
Understanding the usefulness of this skill.
Evaluation of one's own performance/adjustment time.
Using skill independently - increasing one's independece skills!
Evaluation - "is it making life more independent and "fun"?".
- knowing personal information for emergencies
- know needed numbers and where to find them
- clear speech
- leaving a meaningful message including information needed in a clear speech and understandable language (five "W" questions)
- answer the phone in an age appropriate way including greeting and saying good-by
- taking a meaningful message (spelled name, number and time)
- for formal calls using full sentences and age level basic language
Why phone skills are important and how they increase one's independence and life quality?
A. Building interest:
1. How many of you have phone at home?
2. Do typical adults use a phone (little - a lot?). How phones are helpful?
3. Can you stay home alone if you do not know how to use phone?
4. What if there is emergency - what do you do?
5. How do you plan outings with your friends?
6. How you family feels if you provide them a message that is important and they understand it? If its important and they do not get part of the important info like a call back number?
7. How it makes you feel if you are telling your friend something really important (as upcoming birthday party) and your friend stops you every once in a while to say "What?" What can you to do to "fix" this problem?
8. Lets pretend: You are at home, and your tooth is hurting and your mom is in a meeting. You can call her in a half an hour. What can you do meanwhile? (Can you call already to doctor and find out when they can see you? Is your mom happy, when calling her, you can already provide this very important information? Is it makes you more adult/independent?)
9. How you can prepare yourself to leave a meaningful message (have an info ready - written or rehearsed).
10.What people think of you if you "play silly" when on a phone? How you can prevent it? (Let them to give examples.)
1. Student leaves understandable age appropriate message including all neccesary information needed.
2. Student answers phone using age appropriate and understandable language/speech including greeting and "good-by".
3. Students receives a message that teacher is able to understand, including main important information, call back number, name and time.
4. Students provides requested information after his/her phone call.
1. Making private mini "phone book".
2. Learning how to use phone book if needed (if appropriate).
3. Visual/written check list.
What we learned, why it is important, How much they will benfit from it, what can tehy do not that they were not able to do before.
High order thinking.November 22, 2005How can I design instruction that promotes high-order thinking?
Building knowledge from ground level up. Students cannot start high level reasoning -reflecting when they do not have a basic knowledge and structures to work with. Before asking "why" and "what if" they should know "what, "where" and "when". Promote critical thinking by structuring the lesson plan. Provide leading/interest promoting question(s) that leads to the main idea.
Reflecting on my own classroom.December 31, 1969How can I best design instruction that promotes thinking?
Interest related - "hot topic", clear directions, clear structure, safe (help if needed is avilable).
Option #2: What thinking look like in my classroom?
Most students do not feel comfortable to do independent thinking. It seems that there is always fear of being wrong and giving a wrong answer. It takes time for our students to feel comfortable to produce independent opinion and it takes even more time to produce it publicly.
Option #3: What questions can lead/help with thinking?
All "W" questions have been very helpful. We use them as "tour guides" to help them to promote independent thinking.