Strategy: New American Lecture (NAL) (or Interactive Lecture)

1. Strategy: New American Lecture (NAL)(or Interactive Lecture) Presented by Kathy Marks

2. NAL • Tied to known and researched learning styles and teaching styles • Can be adapted to be used in all subjects and grade levels • Built around a visual organizer • The pattern: 1) present information (roughly 5 minute chunk) • 2) pause and use structured questions that appeal to • different learning styles to help process • 3) present more information (roughly 5 minute chunk) • 4) pause for another processing session • At the end students are given a summative activity to bring it all together

3. NAL • Note that the questions throughout the lecture correspond to the learning styles each of the questions appeals to: • Mastery—questions which require remembering • Understanding— questions which require reasoning • Interpersonal—questions which require relating to the topic • personally • Self-expressive—questions which require reorganization of • information • Let’s see an example!

4. Frogs and Toads • Hook • Think about what you know about classifying. How do we do it? Who can do it? What might we classify? Talk with a partner then share with the group. • Bridge • Good! You already know a lot about classifying! Let’s build on what you know! • Visual organizer • Let’s use a Venn diagram to figure out the similarities and differences between frogs and toads.

5. Frogs Toads

6. Frogs • Members of the family Ranidae, containing more than 400 species. • These frogs have the characteristics of: • two bulging eyes • strong, long, webbed hind feet that are adapted for leaping and swimming • smooth or slimy skin (generally, frogs tend to like moister environments) • tend to lay eggs in clusters • Can be found on every continent except Antarctica. They are referred to as the "true frogs" because of their generalized body form and life history: the so-called generic frog. • Members of this family include the bullfrog, common frog, green frog, leopard frog, marsh frog, pickerel frog, and wood frog.

7. Pause • Fill in Venn diagram for frogs • Mastery • What are the characteristics of frogs? • Understanding • Hypothesize 1) why frogs have smooth or slimy skin • 2) why frogs tend to lay eggs in clusters

8. toads • Did you know that all Toads actually are Frogs! • Members of the family Bufonidae, containing more than 300 species. • These types of frogs have are characterized by: • stubby bodies with short hind legs (for walking instead of hopping) • warty and dry skin (usually preferring dryer climates) • paratoid(or poison) glands behind the eyes • tend to lay eggs in long chains. • Can be found worldwide except in Australasia, polar regions, Madagascar, and Polynesia • The family includes 25 genera, all of which, like the frogs, are of the class order anura

9. Pause • Fill in Venn diagram for toads • Interpersonal • How would you feel if you found a toad outside today? Do you like frogs or toads better? Why? • Self-Expressive • Create a short poem about the characteristics of a toad

10. Synthesis • Sometimes the features of frogs and toads appear mixed or less obvious, and certain species even legitimately fall into both categories. It is not uncommon, for example, to find a warty skinned frog that isn't a toad, or even a slimy toad! • Fill in Venn diagram for similarities between frogs and toads. Erase differences if necessary. • Write a paragraph to tell what you know about frogs and toads.

11. NAL Brainstorm • How can you use this in your classroom?

12. Resources • Dorota. (2006). Frogs and toads. Retrieved from: http://allaboutfrogs.org/weird/general/frogtoad.html • Silver, H.F. Strong, R.W. & Perini, M.J. (2007). The strategic teacher: Selecting the right researched-based strategy for every lesson. Alexandria, VA: ASCD.