Pedagogy

Teachers Page

Title

Introduction

Task

Procedure

Resources

Evaluation

Teacher Page

Credits

3.1.G2 - Distinguish between essential and nonessential information.

3.1.G3 - Differentiate between fact, opinion, bias, and propaganda
               newspapers, periodicals, and electronic texts.

3.1.G6 - Develop an awareness of a variety of perspectives on a single
               event, setting, character, personality, or topic as expressed by
               different authors.

3.1.G8 - Read critically by identifying, analyzing, and applying
               knowledge of the purpose, structure and elements of non-
               fiction and providing support from the text as evidence of
               understanding.

3.1.H1 - Produce written and oral work that demonstrates
               comprehension of informational materials.

3.2.D6 - Use a variety of primary and secondary sources to understand
               the value of each when writing a research report.

3.2.D10 - State a position clearly and convincingly in a persuasive essay
                 by stating the issue, giving facts, examples, and details to
                 support the position, and citing sources when appropriate.

5.8.B1 - Describe how weather (in the short term) and climate (in the
              long term) involve the transfer of energy in and out of the
              atmosphere.

5.8.B3 - Observe weather changes and patterns by measurable
              quantities such as temperature, wind direction and speed,
              and amounts of precipitation.

5.8.B4 - Describe daily and seasonal changes and patterns in the
              weather.

8.1.A4 - Input and access data and text efficiently and accurately
               through proficient use of other input devices, such as the
               mouse.

8.1.B6 - Choose appropriate tools and information resources to support
              research and solve real world problems, including but not
              limited to:

• On-line resources and databases

• Search engines and subject directories

8.1.B7 - Evaluate the accuracy, relevance, and appropriateness of print
               and non-print electronic information sources.

Pedagogy

         This internet activity touches on the pedagogical theories of several important contributors to modern educational thinking. These theories help guide teachers in designing their lessons so that the material being taught may be more easily understood by the student. This is accomplished by teaching to the different ways that different students learn; by teaching to the different kinds of intelligence that students exhibit, and by bringing them through different levels of comprehension and utilization of the information presented.
 
        All of the parts of Bloom's taxonomy are addressed in this project  beginning with remembering as the students must recall knowledge they have previously acquired about the topic of global warming, or climate change. This then helps them in the understanding step by allowing them to make sense of the things they read while collecting the information they need in order to complete the activity. By understanding the information they gather they are better able to apply this material in constructing their argument which will support their view either for or against the commonly held beliefs regarding global climate change. In order to apply the information in their argument, they will have needed to  analyze  what they have read by breaking it down in order to determine how parts relate to each other, and the over all structure of their final argument. In order to thoroughly analyze this information they must be constantly evaluating the material, or making judgments about it through checking and critiquing it. This then leads to the final step of creating their argument or opinion by putting all of the elements together in a coherent whole, in part through the planning of the use of materials that support their position in the final product.

         This kind of project will touch on many, but not all of the categories that Gardner has broken learners into in his theories of multiple intelligences. Two groups that this project should work very well with are those students with Visual-Spatial intelligence as they learn well using text with pictures, graphs and charts, and those with  Logical-Mathematical intelligence who learn well by thinking conceptually, doing investigations and asking large, encompassing questions. While perhaps not as strong for learners with intelligences in these next groups, they should all non the less come away with a greater understanding of the importance of this issue through this activity, because it does still touch on various aspects of their particular intelligence. Students with a strength in Interpersonal intelligence will enjoy the personal time and attention of the instructor, as well as the writing component of this activity. Those learners with a strong Intrapersonal intelligence will do well with the fact that this project requires independent study and introspection. Finally, those with a Linguistic intelligence, who enjoy reading and using computers, should also learn fairly well from an activity of this type.

        Another aspect of the way this activity will educate the students is by addressing some of the different learning styles that Gregorc has identified through his research. While this kind of an activity seems to do best with two of the groups he has identified, it should also increase the understanding of this topic in the other learning style groups as well. Abstract-Sequential learners who like working independently, studying how things are related, problem solving, and arguing a point based on logical analysis of data should do well with an activity of this type. Also, the Abstract-Random learners who enjoy using a variety of resources and materials while working at their own pace, planning and organizing their work, and discussing real problems and trying to find real solutions should enjoy this activity.