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I thought reflection was not fun but that is what makes me think a lot and is really important because some quite [sic] kids need to say there idia's [sic].  I thought it was good to do that.

— 6th grade student (not pictured)

 

 

 

KnowledgeContext's Curriculum Advisor, Addie Holsing, teaches and when she is on vacation she reads pedagogy.  Addie made sure that every lesson in our curriculum is designed to engage student interest, teach them a strategy, and make sure they reflect on what they have learned so they can recognize why it will be of value in their lives.  As a teacher of 40 years, Addie also made sure that the lessons are presented in a way that makes the teacher's job easier.  The structure common to every lesson is shown below.

 

Essential Question

Except in the Introduction, this is one of the ICE-9 Essential Questions (e.g. What is technology?), and keeps the teachers and students focused each day.

Hook Stories

The Hook Stories engage students and connects the essential question to the students’ knowledge and experience.  The hook is suggested in the form of brief stories that foreshadows the lesson.  The suggested stories can be replaced by the teacher to reflect current events.

Strategy

The strategy is used in the day’s activity and is useful beyond the classroom for understanding and evaluating technology.

Activity

The class Activity gives students guided practice in the strategy taught in the lesson, or the activity gives students a way to inductively learn the day’s lesson.  It is doing something that helps students answer the Focus Question.

Sharing

Group or whole class Sharing reviews the ideas formed during the class, shares products produced, and pinpoints strategies used that were successful during the class.  The sharing demonstrates that the teacher’s objective for the day was met.  

Reflection

Key to learning is ample time to consider what one has just learned, why it might be important, and how one will use it to achieve goals. Reflection questions conclude each lesson and a wrap-up reflection concludes the ICE-9 program.  Processing/Reflection in a personal journal internalizes the ideas generated in the class and gets the useful strategies into long term memory.  Given time to reflect on useful strategies, students learn to think smarter so they can take in more knowledge.  Allowing time for students to put acquired knowledge into context gives them an opportunity to construct their own meaning from the knowledge.

 

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Estimated Times

The stopwatch symbol, found throughout the lessons, indicates estimated time in minutes required for a lesson or section of a lesson.  No exact times can be predicted because of variations in environment, classrooms, teachers, students, and just chance.  The numbers shown are averages, but do not represent an ideal.  Teachers may choose to spend much more time on an area that ties into other subject areas and sparks student interest.  Or, they may spend less time on an area students immediately grasp.

 

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 2010 KnowledgeContext

 

Teaching Young People to Think About Technology