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of this document in any way .) Name: Scott A. McKee EDU 510 Pro ect !" The purpose of this project is to determine if you understand the first si of !er"in#s princip$es of teachin% and can inte%rate them &ith the '()M e$ements to impro*e instruction. +ou are %oin% to ,ui$d on the &or" you su,mitted ear$ier for !roject -1. To comp$ete the project, you need to re*ie& the fi*e different types of menta$ representation .$o%ic, ru$es, concepts, ima%es, ana$o%ies/cases) and the instructiona$ e periences you descri,ed in !roject -1 .reprinted ,e$o&). Then, thin" a,out !er"ins# princip$es of teachin%. 0o& cou$d you impro*e the instruction you descri,ed ,y app$yin% these princip$es1 2hich princip$e &ou$d you app$y to each situation1 0o& &ou$d you a$ter the instruction1 3n the spaces ,e$o&, correct any entries in 'o$umn 4 if re5uested and then comp$ete 'o$umns 6 and 7 accordin% to the fo$$o&in% %uide$ines8 'o$umn 6 9 !rincip$e 7or the e amp$e you #ro$ided in %olumn %, name the princip$e from !er"ins you &ou$d app$y to this no&. 6 p$ain why you &ou$d app$y it and ho& the princip$e relates to your e amp$e. :ote8 +ou do not need to use a$$ of !er"ins princip$es, ,ut you must use at $east three different princip$es across the fi*e representations. A sin%$e princip$e may not ,e used for more than t&o representations. 'o$umn 79 Modification 6 p$ain ho& you &ou$d modify the instruction you descri,ed in 'o$umn 4 ,ased on the princip$e in 'o$umn 6. 6 p$ain why you &ou$d modify it this &ay and how it no& e hi,its the princip$e you $isted. 3 am not assessin% &hether you se$ected the ;perfect< approach. 3 am more interested in seein% ho& you &ou$d app$y the princip$es and if you understand &hat they represent. 3 am $oo"in% for the ;match< ,et&een your e amp$e, the princip$e and the instruction. & Menta$ (epresentation =o%ic (u$es 'oncepts 3ma%es Ana$o%ies/'ases ' 4escription % 6 amp$e D 3nstruction E !rincip$e ( Modification June 23, 2012

This area has the ans&ers you supp$ied in !roject -1

%om#lete these columns for Pro ect !"

!$ease %o to the ne t pa%e

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) 6ach ce$$ in the ta,$e &i$$ e pand to contain your content. The ta,$e &i$$ e tend o*er mu$tip$e pa%es, so don#t ,e concerned &ith pa%e ,rea"s> & )ental *e#resentation -ogic ' Descri#tion =o%ic is a form of menta$ representation &hereas? an indi*idua$ or artificia$ inte$$i%ence .A3) comes to a conc$usion ,y &ay of an inference or reasonin%. 3nferences are conc$usions or opinions formed ,ased on "no&n facts. @ften there may ,e some de%ree of uncertainty ,ased on prior "no&$ed%e and/or an assumption. There are t&o ,asic types of inferences? deducti*e inferences and inducti*e inferences. 4educti*e inferences are often in the form of sy$$o%isms, &hich are composed of t&o premises and a conc$usion. An e amp$e of sy$$o%ism &ou$d ,e, ;A$$ $i*in% thin%s are made up of one or more ce$$s. A ,acterium is composed of one ce$$. So, a ,acterium is a $i*in% thin%.< 4educti*e inferences are conc$usions arri*ed at ,y the premises of "no&n facts or truths. 3nducti*e inferences are conc$usions ,ased on predictions and % E+am#le The students 3 am current$y teachin% are in the midd$e schoo$ and hi%h schoo$ ran%e. 0o&e*er, they are atAris" students &ho ha*e a*oided many of their $earnin% opportunities. 3n teachin% &hat shou$d ,e remedia$ concepts, such as ce$$s, 3 often find that the majority of them ha*e $itt$e or no menta$ representation of the su,ject matter. So for many, it#s $i"e they#re seein% it for the first time. 3n teachin% 3 ,e$ie*e in a three step method? 6 p$ain 9 6 p$ore 9 App$y. At the ,e%innin% of 'e$$ Bio$o%y, 3 as" the students &hat is a ce$$, &hat types of ce$$ can you thin" of, and other *arious 5uestions to %et them thin"in% and see &hat they ha*e prior "no&$ed%e of, usua$$y it is *ery $itt$e. An e amp$e &ou$d ,e that a$$ $i*in% thin%s are made of one or more ce$$s. 3n the course of this concept 3 &ou$d &ant the students to ,e a,$e to identify the t&o ,asic types of ce$$s? pro"aryotic D ,nstruction At the ,e%innin% of the unit 3 &ou$d start ,y as"in% students to ma"e a $ist of e*erythin% they "no& a,out ce$$s and as" them to dra& &hat they thin" a ce$$ $oo"s $i"e. 2e &ou$d then ha*e a short discussion to share ideas as"in% for student input and co$$ectin% these ideas to create a &ord c$oud usin% 2ord$e. 2e &ou$d then ana$yCe the &ord c$oud. 3 &ou$d point out correct information and incorrect information. After the initia$ discussion 3 &ou$d present to the c$ass a *ariety of ce$$ types throu%h my microscope on to the Smart,oard and ha*e them ma"e some simp$e s"etches for each type? a$%ae, ,acteria, protoCoan, fun%i, p$ant, and anima$. They cou$d then compare them to the dra&in%s they made and &e cou$d %enerate another discussion re%ardin%, ;are a$$ $i*in% thin%s made of ce$$s1< 3 &ou$d a$so as" them if they cou$d thin" of any $i*in% thin% that &as not E Princi#le 3 ha*e chosen ;p$ay the &ho$e %ame< as the princip$e to modify this instruction. The current instruction is missin% a c$ear &ay to ha*e the students reach a $o%ica$ conc$usion that a$$ $i*in% thin%s are composed of one or more ce$$s. !$ayin% the &ho$e %ame ear$y in the unit &i$$ a$$o& the students the opportunity to e perience pro,$em findin% instead of just pro,$em so$*in%. Throu%h an added junior *ersion of the %ame in*o$*in% in5uiry the students &i$$ ,e a,$e to %enerate a $o%ica$ conc$usion and sense of the *a$ue of $earnin% a,out ce$$s. ( )odification After the initia$ introduction at the ,e%innin% of the unit 3 &ou$d modify the instruction ,y not sho&in% the students different ce$$ types on the Smart,oard. 3nstead 3 &ou$d %i*e them a $ist of the different ,asic ce$$ types and ta"e them to the computer $a,. They &ou$d then ,e instructed to do some research and find e amp$es and information re%ardin% each of the different ce$$ types. 2ith the information they#*e %athered they &ou$d then ,e re5uired to put to%ether some sort of short presentation usin% !o&er!oint, &ord, picture ,oard, or method of their o&n desi%n &ith my permission. Then 3 &ou$d ha*e the students share their short presentations &ith the c$ass. 4urin% the presentations &e &ou$d ha*e opportunity to %enerate discussion a,out the *ariety of ce$$s and form a $o%ica$ conc$usion that a$$ $i*in% thin%s are made of one or more ce$$s. By usin%

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) & )ental *e#resentation ' Descri#tion o,ser*ations and often ha*e a hi%her de%ree of uncertainty than deducti*e inferences. =o%ic has ,een inf$uentia$ in formin% many ,asic ideas re%ardin% menta$ representation, modern researchers $oo" to $o%ic to ,ase their research on reasonin%, and $o%ic p$ays a main ro$e in &or"in% &ith the other menta$ representations to ma"e computation and $earnin% more efficient. =o%ic is not the most efficient method of computation. Dery detai$ed description. (u$es are composed of t&o parts, a condition and an action, a$so "no&n as an ifAthen structure, such as? ;37 you $earn to use a microscope proper$y, T06: you &i$$ ,e a,$e to o,ser*e different types of ce$$s<. 2here there are many simi$arities of ru$es to $o%ic, ru$es a$$o& for %reater efficiency and options in conc$usions re%ardin% $earnin% and computation. (u$es are simp$e in form and can ,e used to descri,e much of our "no&$ed%e. (u$es %uide % E+am#le and eu"aryotic, and their ,asic differences. 3 &ou$d a$so &ant them to "no& &hat types of $i*in% thin%s are made of &hat types of ce$$. They &ou$d a$so need to "no& that some $i*in% thin%s consist of on$y one simp$e ce$$ and some are a co$$ection of more comp$e ce$$s performin% specific tas"s for the $i*in% thin%. 3 &ou$d a$so introduce the characteristics of a$$ $i*in% thin%. Eood p$ace for $o%ica$ reasonin%. D ,nstruction made of ce$$s. Any ideas they came up &ith &ou$d ,e researched on the internet throu%h and ima%e search for that particu$ar $i*in% thin% at the ce$$u$ar $e*e$. A 5uiC or test &ou$d end the se5uence. 3s it durin% the discussion that you prompt them/cue them to reason to $o%ica$ conc$usions1 3#m not seein% the specifics of ho& you teach them to reason $o%ica$$y in this process1 E Princi#le ( )odification disco*ery $earnin% to modify this unit student &i$$ ,e %i*en the opportunity to find and so$*e pro,$ems throu%h p$ayin% a junior *ersion to disco*ery information and create a presentation &hich &ou$d ,e a ,etter thresho$d acti*ity that &ou$d he$p the students form a $o%ica$ conc$usion. The do&n side to this is it &ou$d ta"e more time and add some days on the unit ,ut it &ou$d ,e a more &orth&hi$e $earnin% e perience. At this point 3 &ou$d choose to ma"e the %ame &orth p$ayin%. Students need to de*e$op a sense of ho& &e study ce$$s, &hy &e study ce$$s, and &hy it is important to society. 3nstead of just teachin% the students ho& to use a microscope, 3 &ou$d a$so $i"e to pro*ide them &ith the e perience of meetin% a person &ho uses a microscope in their profession, such as a patho$o%ist or medica$ techno$o%ist. By meetin% a hea$th care professiona$ &ho is The students need to see the *a$ue microscopes ha*e in our $i*es and ho& they can ,e used to ma"e o,ser*ations to he$p so$*e pro,$ems and ac5uire information. This &ou$d he$p ma"e the %ame &orth p$ayin%. 3 &ou$d in*ite a $oca$ patho$o%ist or medica$ techno$o%ist to come and spend the day &ith my c$ass. 3 &ou$d as" the hea$th care profession share their e periences and sho& some e amp$es of their ro$e in he$pin% sa*e $i*es. Both of these professiona$ use

*ules

Before my students can e p$ore ce$$s under a microscope they first ha*e to $earn ho& to maintain and use it proper$y. Before one can operate a microscope they need to $earn the parts of a microscope and &hat the parts purpose is. After the parts of the microscope are understood they &ou$d then $earn ho& to proper$y care for and c$ean *arious parts so they cou$d ,e a responsi,$e user. Then they &ou$d need to understand ho& a

3n the ,e%innin% 3 &ou$d assi%n each student a microscope and teach them ho& carry it proper$y &ith t&o hands. They &ou$d then ,e as"ed to ma"e a dra&in% of their microscope inc$udin% a$$ *isi,$e pieces on its profi$e. After they finish dra&in% the microscope, &e &ou$d then ha*e a c$ass discussion and %o o*er each part and its purpose and $a,e$ their i$$ustration in the process. 3 &ou$d then assess each $a,e$ed i$$ustration ,efore

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) & )ental *e#resentation ' Descri#tion our thou%hts and in turn affect our ,eha*ior. (u$es can ,e used to descri,e %enera$ information a,out the &or$d, ru$es can ,e used to represent information a,out ho& to do thin%s in the &or$d, ru$es can ,e used to descri,e ho& &e use $an%ua%e, and inferences can ,e trans$ated into ru$es &ith mu$tip$e options or outcomes. The *ersati$ity of ru$es has pro*ided for %reater representationa$ and computationa$ po&er than $o%ic. Eood A accurate and c$ear description. % E+am#le microscope &or"s and ho& to prepare and set it up for use. Then they are ready to e p$ore> (u$es are certain$y needed here> D ,nstruction proceedin%. 3 &ou$d then %i*e each student a piece of $ens tissue and sho& them the parts of the microscope that needed to ,e c$eaned re%u$ar$y and e p$ain to them the purpose for this. 2e &ou$d then %o o*er p$u%%in% it into e$ectricity and e p$ain that &ithout $i%ht a microscope &i$$ not &or". 3 &ou$d ha*e them p$u% in and turn them on. 3 &ou$d pass out each student a c$ean s$ide, co*er s$ip, &ater &ith a dropper, a piece of ne&s print and instruct them to cut out a $o&er case ;e<. 3 &ou$d then teach them ho& to proper$y ma"e a &et mount and ha*e them put the side on the sta%e &ith the ;e< ri%ht side up, then 3 &ou$d teach them ho& to focus on $o& po&er and ha*e them mo*e the s$ide up and do&n, then ri%ht to $eft and ha*e them record their o,ser*ations. 6*erythin% in a microscope is upside do&n and ,ac"&ards. 2e &ou$d ha*e a ,rief discussion and 3 &ou$d e p$ain &hy. 3 &ou$d then teach them ho& to put a&ay a c$ean microscope E Princi#le in*o$*ed in he$pin% sa*e peop$es# $i*es it &i$$ ma"e the %ame &orth p$ayin% and he$p de*e$op a sense of the importance for the ru$es associated &ith usin% and carin% for a microscope proper$y. ( )odification microscopes as a *ita$ too$ in their dai$y &or". The o,ser*ations they ma"e usin% microscopes pro*ides essentia$ information to he$p doctors ma"e decisions re%ardin% treatment of their patients. The students &ou$d ,e %i*en the opportunity to as" 5uestions durin% the presentation. The addition of this presentation &ou$d he$p form %enerati*e topics on the re$e*ance of microscopes and create curiosity for $earnin% ho& to use microscopes to ma"e o,ser*ations, thus ma"in% the %ame &orth p$ayin%.

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) & )ental *e#resentation ' Descri#tion % E+am#le D ,nstruction and s$ide for the ne t user. :e t $esson &e &ou$d ,e%in to e p$ore *arious ce$$ types and record their o,ser*ations &ith discussion. A 5uiC or test &ou$d end the se5uence. 3s this ho& you#$$ "no& if they "no& the ru$es1 Throu%h a series of discussion, computer simu$ations, and $a,oratory e periments &e &ou$d disco*er *arious processes? ce$$u$ar respiration .aero,ic and anaero,ic), photosynthesis, mitosis and meiosis, and transport .in and out of the ce$$). As &e pro%ressed throu%h each process &e &ou$d de*e$op an a&areness of a$$ the parts of different types of ce$$s and &hat ro$es they p$ay. At the end of each ce$$u$ar process a 5uiC or test &ou$d ,e ta"en. +ou#*e descri,ed many $earnin% acti*ities, ,ut 3 don#t see the specific detai$s of ho& you are he$pin% them to de*e$op the concepts or assimi$ate and accommodate ne& information. E Princi#le ( )odification

%once#ts

'oncepts represent ideas or a,stract ideas re%ardin% the characteristics or features of somethin%. 'oncepts are formed as schemas in the mind to represent ideas or representations of thin%s, not strict definitions. Many concepts can ,e defined in the form of ru$es, ,ut a difference ,et&een the t&o is that concepts in*o$*e a ,roader ,ase of information and understandin% a,out somethin% and can ,e app$ied as a &ho$e. 'oncepts a$so a$$o& for "no&$ed%e to ,e or%aniCed in a *ariety of &ays that cannot ,e achie*ed &ith ru$es. An e amp$e of a concept &ou$d ,e? ;'e$$u$ar respiration is the chemica$ reaction a ce$$ uses to create ener%y usin% su%ar and o y%en.<

:o& that the students are %ettin% the $o%ic and ru$es re$ated to ce$$s and microscopes they are ,e%innin% to form ,asic schemas or concepts. At a,out this point students are ,e%innin% to &onder ho& ce$$s &or". 2e ,e%in to ha*e discussions a,out ener%y, mo*ement, and &astes. These are more difficu$t concepts to understand and this is &here app$ication comes into p$ay. @*er a period of days throu%h different $earnin% e periences, &e ,e%in to e p$ore *arious chemica$ and functiona$ processes that occur in ce$$s that are re5uired for them to $i*e and reproduce. 3 can ;see< ho& this is de*e$opin%.

The princip$e 3 ha*e chosen here is ;&or" on the hard parts<. )nderstandin% the concepts re%ardin% ce$$u$ar processes is often *ery difficu$t &ith the majority of students. 'ontinua$ fre5uent feed,ac" a$on% the &ay from the teacher and other student is *ita$ in &or"in% on the hard parts and it needs to ,e directed to the &ho$e %ame. 7eed,ac" he$ps student de*e$op schemas or concepts and modification throu%h assimi$ation and accommodation.

2here 3 &ou$dn#t rea$$y modify the acti*ities 3 use to teach ce$$u$ar processes, 3 &ou$d ma"e a more co%niCant effort to pro*ide fre5uent feed,ac" and opportunities for peer feed,ac" throu%hout the $earnin% and de*e$opin% these some&hat difficu$t concepts. 2or"in% on the hard parts re5uires on%oin% assessment from the teacher and students to ,e a,$e to pro*ide *a$ua,$e feed,ac". @n%oin% assessment can ,e in the form of o,ser*in% performance, sharin% ideas, discussion, and a *ariety of other means. By usin% a *ariety of acti*ities there is amp$e opportunity for on%oin% assessment and $ends itse$f to fre5uent feed,ac" opportunities for teachers and students. By &or"in% on

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) & )ental *e#resentation ' Descri#tion 'oncepts are a *ery important menta$ representation. @nce a concept is understood it can ma"e pro,$em so$*in% more efficient psycho$o%ica$$y and computationa$$y. App$ication of the concept is p$annin% and at times in decision ma"in%. App$ication of a concept &ith a tar%et is an e p$anation of somethin%. 'oncepts are e p$ained usin% &ritten and spo"en $an%ua%e. =i"e ru$es, concepts can ,e innate and can ,e formed from e amp$es and other concepts. Some concepts re5uire more e amp$es than others to $earn. 0o&e*er, the more "no&$ed%e and understandin% a person has ne& concepts ,ecome easier to ac5uire. 'oncepts or schemas can ,e re*ised as ne& information is o,ser*ed or %athered throu%h assimi$ation and accommodation, as descri,ed ,y !ia%et in his theory on Stages of Cognitive Development.Okay! 3ma%es are menta$ *isua$ representations of % E+am#le D ,nstruction E Princi#le ( )odification the hard parts usin% fre5uent on%oin% assessment and feed,ac" concepts or schemas can ,e de*e$oped and modified into a ,etter understandin% re%ardin% ce$$u$ar processes.

,mages

By this point in the unit the students ha*e ,e%un

A$$ of the $earnin% e periences pro*ided

To impro*e this princip$e 3 ha*e chosen to ;p$ay

3n this thresho$d acti*ity in &ou$d create a s$ide

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) & )ental *e#resentation ' Descri#tion o,jects and e periences in the mind. 3ma%es are a *ery import part of human thou%ht, just as &ords are. Disua$ representations can a$so ,e in the form ,ased on other sensory stimu$i such as? taste, touch, and emotion. As the ,rain recei*es stimu$i from you *ision it ma"es inferences a,out ed%es, perspecti*e, co$ors, and other detai$s to form comp$icated interpretations of the information recei*ed and form a *isua$ ima%e that can then ,e stored in the mind and he$p form or re*ise the schemas. These *isua$ representations are then stored in memory and can ,e retrie*ed and used in a *ariety of &ays. Simi$ar to concepts, *isua$ representation is used for pro,$em so$*in% in p$annin%, decision ma"in%, e p$anations, $earnin%, and used in $an%ua%e in the form of metaphors for production and comprehension of $an%ua%e. Disua$ representations are much easier to understand and use than $on% *er,a$ descriptions % E+am#le to ,ui$d a persona$ $i,rary of *isua$ representations from the $earnin% e periences pro*ided a,o*e. At this point &hen 3 say certain &ords, $i"e ce$$, a *isua$ ima%e comes to mind. 2hen 3 say microscope they %et another *isua$ ima%e. Eood e amp$es of ima%es they need to de*e$op. They are ,e%innin% to de*e$op a comprehensi*e concept or schema of ce$$s throu%h $o%ic, ru$es, and concepts. D ,nstruction a,o*e pro*ide a %reat opportunity for a$$ types of $earners to ,e%in to de*e$op a concept or schema of a$$ $i*in% thin%s are composed of one or more ce$$s, you need to "no& ho& to use a microscope to see them, and ce$$s are a,$e to $i*e ,ecause of many comp$e processes. :o& the students are ready to ,e%in $earnin% a,out other concepts $i"e *iruses, cancers, and other patho%enic diseases. This a$$ ma"es sense, ,ut this &as supposed to ,e a specific e amp$e of usin% ima%es in instruction. 3 don#t see &here they are ,ein% encoura%ed to reca$$ or use the menta$ ima%es they de*e$oped. E Princi#le out of to&n<. By creatin% an interestin% thresho$d acti*ity to dra& on the menta$ ima%es that students ha*e %ained throu%h the unit of instruction re%ardin% ce$$s to he$p students transfer their understandin% to tryin% to identify ce$$s that they ha*e not seen ,efore. 3n this acti*ity usin% unfami$iar ima%es to a$$o& students the opportunity to transfer prior "no&$ed%e usin% menta$ ima%es to ma"e connections to he$p identify ,ased on comparison, simi$arities, and differences. This &ou$d a$so pro*ide opportunity for feed,ac" from the teacher and students to further de*e$op the schema re%ardin% ce$$s throu%h assimi$ation and accommodation. ( )odification sho& usin% !o&er!oint, Smart,oard e5uipped &ith response ,uttons for each student to put to%ether se*era$ ima%es of a *ariety of ce$$ types that students had not seen yet in the unit of study. 6ach s$ide &ou$d a$so ,e accompanied &ith a c$ue. The students &ou$d ha*e to use prior "no&$ed%e and menta$ ima%es to ma"e o,ser*ations as to &hether the ce$$ &as from an a$%ae, ,acteria, protoCoan, fun%i, p$ant or anima$ 3 &ou$d %i*e them 10 seconds per s$ide to record their response. After the s$ide sho& 3 &ou$d disp$ay the c$ass resu$ts on the ,oard for the c$ass to see ho& they did. This &ou$d then ,e used for assessment and feed,ac". 3t &ou$d a$so a$$o& the teacher an opportunity to disco*er some hard parts as &e$$. 2e &ou$d then %o ,ac" throu%h the s$ide sho& and spend time o,ser*in% and discussin% &hat type of ce$$ &as in the ima%e. This &ou$d %enerate discussion and %i*e the students more feed,ac" opportunities and a$$o& the teacher

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) & )ental *e#resentation ' Descri#tion for the mind. 6 ce$$ent 4escription 2hen students $earn a,out ce$$s for the first time they ha*e no *isua$ representation of &hat a ce$$ $oo"s $i"e. They ha*e a$$ seen and interacted &ith thousands of $i*in% thin%s ,ut ha*e no idea &hat their ,asic ,ui$din% ,$oc" is, the ce$$. 'reatin% a comprehensi*e *isua$ ima%e is essentia$ to %ettin% them to ,e%in to understand the concept of &hat a ce$$ is. Ana$o%ies are used to dea$ &ith ne& information ,y formin% re$ationships &ith fami$iar information. Ana$o%ies are the menta$ representation that ma"es the mind &ho$e. By usin% e istin% schemas to form ne& schemas a person dra&s from a$$ other menta$ representations and $earnin% ,ecome &ho$e. Ana$o%ies need to ,e a,$e to re$ate t&o different o,jects or situations. 6ach ana$o%y has a tar%et and a source, the tar%et ,ein% the ne& information and % E+am#le D ,nstruction E Princi#le ( )odification and students a chance to %et a sense of their transfer and further de*e$op their schema of ce$$ types.

%ases. &nalogies

6*ery student has a *ariety of e periences to dra& from re%ard$ess of their up,rin%in% or ,ac"%round in $ife and education. The students 3 &or" &ith are hi%h on $ife and $o& on educationa$ ones. 3t is my jo, as their teacher to %et them en%a%ed and ,rin% their prior "no&$ed%e out and he$p them disco*er re$ationships &ith those pieces of fami$iar "no&$ed%e so they can ,etter understand the tar%ets. As the unit de*e$ops, 3 try to find a *ariety of ana$o%ous

2hi$e introducin% ce$$s at the ,e%innin% of the unit one ana$o%y 3 &ou$d use is? ce$$s are to $i*in% thin%s as rooms are to ,ui$din%s. 2hi$e teachin% the use of microscopes one ana$o%y 3 &ou$d use is? microscopes are to ce$$s as te$escopes are to stars. 2hi$e teachin% the parts of a ce$$ one ana$o%y 3 &ou$d use is? ce$$ parts are to ce$$ as &or"ers are to ,usinesses. 2hi$e teachin% a,out ce$$u$ar respiration one ana$o%y 3 &ou$d use is? mitochondrion are to ce$$s as an en%ine is to a

7or ana$o%ies the princip$e 3 ha*e chosen is to ;p$ay out of to&n<. Ana$o%ies are usefu$ in instruction to ma"e connections and pro*ide opportunity to transfer prior "no&$ed%e to further de*e$op the student#s schema re%ardin% ce$$s. 4iscussin% ana$o%ies is a$so a usefu$ &ay to assess and pro*ide feed,ac" for the teacher and students throu%hout the unit of study. Ana$o%ies pro*ide %ood discussion opportunities and a$$o& the teacher and students to share

As &e mo*e throu%h the unit the ana$o%ies a$ready mentioned &ou$d ,e used at the appropriate time to %enerate discussion and a$$o& for assessment and feed,ac" for the students. 3 &ou$d as" the students to e p$ain &hat the ana$o%y meant throu%h discussion and ha*e them on occasion create an i$$ustration to descri,e the ana$o%y. 3 &ou$d a$so on occasion as" for students to come up &ith their o&n ana$o%y for a topic. 3$$ustrations and student %enerated ana$o%ies &ou$d ,e

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) & )ental *e#resentation ' Descri#tion the source ,ein% the fami$iar information. Ana$o%ies are most simi$ar to concepts in the &ay they pac"a%e a *ariety of information throu%h assimi$ation and accommodation to re*ise a schema. They are a$so simi$ar to concepts and ima%es in the &ay that they are used for pro,$em so$*in% in p$annin%, decision ma"in%, e p$anation, $earnin%, and production and comprehension of $an%ua%e. Ereat description> Ana$o%ies are a *ery effecti*e instructiona$ too$ in education. Teachers shou$d ma"e an effort in incorporate ana$o%ies often in their instruction to dra& from a student#s prior "no&$ed%e to he$p de*e$op schemas on ne& information. A samp$e ana$o%y for ce$$s cou$d ,e? ;'e$$s are to $i*in% thin%s as rooms are to ,ui$din%s. 0o&e*er, not a$$ thin"in% is ana$o%ica$ and ineffecti*e or inappropriate ana$o%ies can cause more harm than %ood in the process of $earnin%. % E+am#le approaches to he$p them ma"e connects. @"ay. @ften these ana$o%ies can chan%e from c$ass to c$ass and year to year ,ased on the fami$iar "no&$ed%e of my students. 7rom the ,e%innin% of the unit and throu%hout 3 try to compare and contrast fami$iar &ith a,stract. 3 understand this, ,ut the project as"ed for a specific e amp$e. The majority of the students ,y this point ha*e ,asic $o%ic, de*e$opment of ru$es, concepts, and *isua$ representations throu%h discussions, i$$ustrations, acti*ities, simu$ations, and $a,oratory e periences. D ,nstruction car. 4urin% the course of instruction and different c$assroom situations there are numerous opportunities to ma"e connections and re$ationships ,et&een the tar%et and source information. These are a$$ &onderfu$ e amp$es, ,ut 3 don#t see your e p$anations, ho& you he$p them to ma"e the connections. 7or e amp$e, ho& do you he$p them understand the re$ationship ,et&een rooms in a ,ui$din% and the ce$$s in a ,ody1 E Princi#le ideas and prior "no&$ed%e. ( )odification shared and discussed either as a c$ass or in sma$$ %roups. Throu%h assessment of the discussion, i$$ustrations, and student %enerated ana$o%ies the teacher &ou$d ,e a,$e to pro*ide feed,ac", identify hard parts, and see if students &ere ma"in% connections throu%h transfer. This &ou$d ,e a *ery usefu$ instructiona$ too$ for the teacher to determine &hen modification of instruction &as necessary.

(Note: Do not change the margins, change the font, change the font size, or alter the format of this document in any way .) (eferences8 Tha%ard, !. .200F). M3:48 3ntroduction to 'o%niti*e Science. 2nd edition. M3T !ress8 'am,rid%e. 'herry, K. .n.d.). Bac"%round and "ey concepts of pia%et#s theory. (etrie*ed from http8//psycho$o%y.a,out.com/od/pia%etstheory/a/"eyconcepts.htm !er"ins, 4. :. .200G). Ma"in% $earnin% &ho$e8 ho& se*en princip$es of teachin% can transform education. San 7rancisco, 'A8 JosseyABass. Bruce .200G, January 20). Ad*ice from da*id per"ins ma"in% $earnin% &ho$e. Messa%e posted to http8//$eadin%A$earnin%.,$o%spot.com/200G/01/ad*iceAfromAda*idA per"insAtoAma"e.htm$