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Lecture

CURS 4200U Lecture Notes - Jazz Dance, Auditory Learning, Visual Learning


School
UOIT
Department
Education
Course Code
CURS 4200U
Professor
Diana Petrarcha

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Agenda, Resources and Teaching Strategies:
Time
Agenda
Item/Topic
Teaching and Learning
Strategy
Required
Reading
and/or
Preparation
Assessment
1:10-1:20pm
3:10-3:20pm
Hmmm??
Dramatization
"If you fail to plan, you plan
to fail."
NA
Observation
- for reactions of
TCs
- for
understanding
during
debriefing of
"dramatization"
1:20 - 2:50pm
3:20 - 4:50pm
Backwards
Design
Lecture - Direct
Instruction of...Lesson
Planning using Backwards
Design or Design Down
(Wiggins & McTighe)
*** Today's detailed lesson
incorporates a variety of
strategies that are embedded
in theVERY LONG and
DETAILED PPT below (in
resources)
(PLEASE note - PPT
presentations should never
be this long, however, the
questions, strategies, and
tasks for today's lesson are
embedded in great detail
within this ppt).
- "plan with the end in
mind"
A lecture is an oral
presentation of
information during which
the learner is responsible
for taking appropriate
notes. A lecture provides
an opportunity for
students to develop and
practise listening and
note-taking skills. This
teacher/presenter-
centred format is well
suited to transmit
information within time
Read over LP
assignment on
home page -
see "yellow"
homework
section from
previous class
Observation
- for
understandingof
task
-
participationwith
partner
Q & A
- accuracy of
responses
-
misconceptions
about reflection
- look for
hesitations,
questions
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constraints and to
provide whole groups
with structured
knowledge or step-by-
step skill instruction.
Lectures appeal to
auditory learners, and to
visual learners when
visual learning aids
accompany the oral
presentation.
The teacher:
•organizes, plans, and
delivers information to be
presented;
•provides a classroom
environment conducive to
listening;
•provides various
structures to assist
students in developing
listening and note-taking
skills;
•models a variety of
note-taking strategies,
such as an anticipation
guide or mind map.
Lectures:
•tend to limit student
participation and active
involvement;
•may be difficult for ESL
students or those with
limited vocabulary (and
may benefit from the use
of visuals in such cases).
Examples:
•Expectation:
demonstrate an
understanding of the
historical development of
one or more world dance
forms (TT2.02) Activity:
The teacher gives a mini-
lecture to introduce the
roots of jazz dance and a
brief overview of its
development. Students
proceed to work on
individual assignments
regarding a
choreographer, musician,
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