ACTIVITY PROPER:

Synthesis:
Based on the following two sample lessons, devised your own concept lessons.

I. Pictorial Math Problem Solving:

Draw a comic strip of this word problem. In the 5th frame draw a solution to the
problem:

Frame 1: Three moose swam across the river to the sand bar.

Frame 2: One bear swam to the sand bar.

Frame 3: Two moose swam back from the sand bar to the river bank.

Frame 4: The bear watched them swim.

Frame 5: How many animals remain on the sand bar?

Frame 6: What happens next?

Assessment Checklist:

____Correctly sequences the comic frames

____Includes the correct # of animals in each frame

____Solves the problem

_____________________________________________________________________

II. Interviews
Interviews involve observing and questioning students to get a better idea of
their attitudes, thinking processes, level of understanding, ability to make
connections, or ability to communicate or apply concepts.

Evaluation Purposes:
They are effective at diagnosing both strengths and needs.
They encourage students to reflect upon their own thinking.

They provide additional information on exceptional students.

Thoughts:
Interviews can occur formally or informally. Use tools or manipulatives
Ask the student to do a task and to explain what they are doing and why as
they work, or you can do the task yourself and have the student tell what s/he
thinks you are doing and why (valuable for at-risk students).

The Structured Interview:

INTEGRATION

1. What is your reaction to the experience?

2. Did you have difficulty in finding new concepts and ideas?

3. Can you confidently say that the concepts you had work out will be effective to
your future students?
4. Looking back at the process, identify the different stages your group went through
to arrive at a decision.

5. What did you and your groupmates do that facilitated the decision-making?

6. What do you think is the relevance of the learning to your activities at home and at
work?

7. How could you transfer this learning to real-life situations?

ACTIVITY: BECAUSE: EXPRESSING FEELINGS

LESSON: Verbal and Nonverbal Communication

TASK DESIGN:
Instructions and Activity Proper:
1. The participants form triads. They are allowed to choose people they are
comfortable with or people they like.
2. In the triads, each member makes a statement about each of the other two
members by completing the sentence: I like you because. Or I care for you
because (5 minutes).
3. Each participant makes only one statement about each of his triad members. The
participants may not explain or elucidate on the statements they or the others make.
4. After all the triads have finished, the instructions for the second phase are given.
5. The participants express what they have said earlier but this time they are to use
nonverbal communication. They can express themselves in any way without the use
of words. They should take their time in expressing themselves.