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The students will play a direction game. Take the class to an open area such as the gym or lunchroom. Lay out soft, foam balls across the floor. Explain to the class that their job will be to try and hit another student with a ball. Once students are hit, they are out. Let students explore and play the game. As they do, point out that the balls don't hurt. After they have played for five to six minutes, blindfold half of the class and have them play the game, while the other half of the class listens and watches silently. Let them play for about 2-3 minutes. Next, pair up the other half of the class and have them stand by their partner and give them directions such as, “move to your right, go down, pick it up, throw” etc. Afterward, have the students discuss with you which way was easier and why it was easier.
Guastello, E.F., Beasley, T.M. & Sinatra, R.C. (2000). Concept mapping effect on science content comprehension of low-achieving inner-city seventh graders. ERIC. Retrieved November 28, 2006, from http://www.eric.ed.gov
In this article, the authors describe the results from a study that was done with seventh grade science students. One class was taught using direct teacher instruction and another class was taught using concept mapping to connect the subject matter taught. The end result was that the students in the concept mapping class did much better than the class that received direct teacher instruction.
Gibbs, H.J. (2004). Student portfolios: documenting success. Academic Research Premier. Retrieved November 28, 2006.
By reading this, we find that students and teachers both benefit from using portfolios in the classroom as a method of assessment. By using portfolios, we can learn more about a student’s comprehension of the topic and their performance on their assignments over a period of time.
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