How various pedagogies Might approach the same assignment

1. How various pedagogiesMight approach the same assignment Laura Lewis & Karen Fleming Fall 2012 EDU 749

2. Behavioristand the VolcanoPowerPoint • Prior instruction would have been teacher centered, notes, etc. • A behaviorist would use the resulting student PowerPoint as a way to test their new-found knowledge of volcanoes. The five facts would show that students understood basic volcano structure and how they function. • Students would be able to use technology resources (specifically PowerPoint) for an extended learning activity. They should show proficiency. • Students would be able to use technology specifically the ability to locate, copy and paste volcano pictures from the internet onto a PowerPoint slide. • Time line for project and completion date • Slide number and content outlined. For example: students will need to create a PowerPoint that includes 6 slides, one embedded video, and one map of where volcanoes are located in the world. • Must use Power Point •  Students will need to cite 5 websites where they obtained information for their project. •  They will have a quiz after the first week of the project and must earn 80% or better in order to move to the next phase of the project.

3. Constructivistand the VolcanoPowerPoint • Hopefully the prior instruction allowed students to create an experience with volcanoes. If not able to actually visit one, perhaps students could have had a model of one in their classroom, watch video footage of volcanoes erupting with lava flowing. Perhaps resulting rock from a volcano as realia in the classroom to support creating the students real-world experience. • Have students construct the definition of a volcano. Have them determine factors that would make a volcano to be considered famous. • Then have students research on the computer for famous volcanoes based on their definition. • Students will be shown that they live in earthquake country and how the changing earth affects their lives in order to show that volcanoes are one way the earth changes • Students will watch YouTube videos of people dealing with the aftermath of volcanoes • Finally, have students research a potential area for a volcanic activity and design a public service announcement that would remind citizens of that region how to evacuate safely. OR students could create a website showing where volcanoes are, ones that are active and inactive so that people interested in volcanoes would have a resource to use when they travel.

4. Cognitivistand the VolcanoPowerPoint • Students are given access to the library, computers and other resources.  They would use not only class time but be expected to research outside of class as well. • Students would be given a chance to participate in a simulation of what may happen after a volcano. • Students would be given various articles on recent and historical famous volcanoes to read with the end result missing from the articles. Then, they would be asked to speculate what would have been the results to the surrounding area. The impact on human, plant, animal habitats etc. • Students are given a project to complete that includes many "Need to Knows" that are aligned with the standards. The project requires extensive research. • Students are required to research on the internet and find information from several sources then pull together their research to analyze what they have read • Research on the internet to find interviews conducted with volcano preparedness experts.

5. Pragmatistand the VolcanoPowerPoint • Guest speakers from the Red Cross come to speak to the class • Students create a virtual volcano preparedness kit with their families and actually prepare an earthquake preparedness kit (as they live in earthquake country, not volcano country). Compare the contents of each kit. • Students find where on the planet volcanoes are located and what the people have done there to prepare for volcanoes • Students take a field trip to glass mountain area and see obsidian that was formed due to our area being in a volcanic area. Students also would hike up Mt. St. Helena getting a first hand look at an inactive volcano and discuss what makes it inactive. • Students would be able to view videos of before, during and after of a relatively recent volcano in N. America, Mt. St. Helens. They then would be able to record actual facts from volcanic action.

6. Multiple Intelligenceand the VolcanoPowerPoint • Students act out an erupting volcano with a detailed narrative as to what is happening along the way, with accurate scientific vocabulary used. They have the option of videotaping themselves instead of acting it out during class. • Students are given options in lieu of the PowerPoint such as a poster presentation, rap song, etc... Students would be able to demonstrate their understanding of the famous volcano in a variety of ways. They could act it out. • Students create a game that incorporates volcano parts, processes, and actual volcanoes in the world • Students may create a diorama of their famous volcano. This could be a before, during after type of diorama. Labeled or with some type of method showing that they understand information regarding volcanoes. • Interview a scientist from USGS. • Graph out areas of most active volcanoes in the world. Include a map.

7. Explain how your group collaborated • We opened a shared drop box file. Since we aren’t able to work simultaneously on the PowerPoint, we saved two version of the PPT. • After we each finished our parts, we planned to each chose sections to cut and paste from each others PPT • We had one copy of PPT get saved as a Keynote, which made it challenging to work on a PC. We ended up saving the info as a word file so that we could combine ideas. • Remote collaboration has limitations especially if one party has no access to the internet.