1:30-1:40

Go to computer lab room

Pass back quizzes and assignments

Explain to students that we are going to talk about human development and then graphic organizers

Get computer lab reserved

1:40-1:50

Write notes on the board—there are several ways to think about human development—we have time periods in life.

Dry markers

Notes on human development

Semantic Memory—used most often in education, stores words and facts. When facts and words are taught in isolation, without any context or connection, they are lost unless rehearsed, reviewed, or relearned. Exact location of this function is unknown, but it operates out of the cerebral cortex. There is a limited capacity here, but we can add more information by chunking the information. Graphic organizers are one method of chunking this information.

1:50-2:10

Explain that you are going to teach them how to take this information now and have it make sense. Ask everyone to go to this website.

http://www.graphic.org/goindex.html

2:10-2:30

Give students partners. Ask the following questions.

Give students who have not had a tutorial on Inspiration a brief introduction.

Skim through the different graphic organizers—do you agree with their category in the matrix? Which do you particularly like? How would these be beneficial to students? What would be the problems with using these?

2:30-2:40

Ask them to create some kind of graphic organizer for our information on human development.

Graphic Organizer—graphic organizers come in many forms including concept maps, flow charts, or Venn Diagrams. They are an excellent visual tool for chunking information. Inspiration is a wonderful program for creating graphic organizers.

2:40-2:50

Ask everyone to pull up their webpage before they go and share it with someone else

Expert-- Experts have acquired a great deal of content knowledge that is organized in ways that reflect a deep understanding of their subject matter. Further, experts’ knowledge cannot be reduced to sets of isolated facts or propositions but, instead, reflects contexts of applicability. The webpage is designed for students to share their expertise of ed psych with others. They are attaching lessons and theory behind the lessons to the webpage.

Short-term to long-term Memory—on the webpages, students are attaching lessons that they have created, which describe the different theories we have discussed in ed psych and show a real-life application. This practice will hopefully help students move information learned in the class from their short-term memory to long-term memory.