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Theory Into Practice Project

Theory Into Practice Project. By: Alex Busick Fall 2011 Towson University. Class profile. 9 th grade U.S. Government 27 total students 15 girls 12 boys 4 African American, 23 White 5 IEP’s, all ADHD. Content- Regulatory Agencies.

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Theory Into Practice Project

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  1. Theory Into Practice Project By: Alex Busick Fall 2011 Towson University

  2. Class profile • 9th grade U.S. Government • 27 total students • 15 girls • 12 boys • 4 African American, 23 White • 5 IEP’s, all ADHD

  3. Content- Regulatory Agencies • Objective: Students will be able to investigate regulatory agencies in order to develop an understanding of what each agency does and how the agency impacts the public. • Focused on explaining the purpose and impact of eleven different government regulatory agencies • Agencies used: FDA, FTC, OSHA, FAA, FCC, SEC, DEA, FBI, CPSC, EPA, CDC

  4. Look for • Coverage of all 11 agencies • All students engaged in the activity • Students not using other websites • Student comprehension of advanced concepts

  5. Content Literacy Technique • Online guided research • Class divided into 3 groups • Each group assigned four different agencies • Four focus questions per agency • Students use links provided to answer the four questions

  6. What went well • All students were actively engaged • Students performed well on two assessments: poster/ gallery walk and open notes quiz • Scaffolding of information helped students focus on most important concepts • Images and examples helped clarify the definitions of difficult vocabulary words

  7. What could have been better • Closure: written instead of oral • General lack of participation • Safety Valve: students finished early • I made students do more agencies= bad idea • Fix: newspaper article for extra credit

  8. Suggestions • Keep eyes on computer screens • Always circulate the room • Do it yourself so you can answer student questions • Check all links before the lesson • Use specific questions that increase in difficulty • Make groups ahead of time

  9. Best Practices • Information is scaffolded to keep students from getting overwhelmed with info • Vocabulary assistance with images and examples • Questions and answers can be used as a study guide • Students performed well on both of my assessments

  10. Other content areas • Science: 10th grade Chemistry, Use with different elements • Link students to websites that have info on various elements • Have students answer questions about the properties/ effects of each element • Have students list examples of things each element is used to make

  11. Future Practice • I would use this type of activity again in a heartbeat • Helps students learn in a way they enjoy= internet • Breaks up monotony of normal book work • Internet literacy is important for this generation of students

  12. What I learned • Use online resources • Get students out of the classroom • Always scaffold using focus questions • Keep a close eye on students in a computer lab

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