Terrific Tuesday Procedures
• Welcome Back! I hope you had a
wonderful evening!
• The Students come today!
• Greet Linda and two other people.
• Get settled.
• Begin to share the three things you found
interesting in your EE book.
• We will begin shortly.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
1
Writing HET
Curriculum
Welcome!
PERK/Inclusion
P.E.R.K.
CLOSURE
Being There
DAY TWO
Classroom
Observations
BREAK
Debrief
Observation
INTELLIGENCE
IS A FUNCTION
OF EXPERIENCE
Writing Time
Sharing of
Progress
© Susan Kovalik & Associates, 2003
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2
“I think, at a child’s birth, if a mother
could ask a fairy godmother to endow
it with the most useful gift, that gift
should be curiosity.”
~ Eleanor Roosevelt ~
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2.1
3
©2009 The Center for Effective Learning; Susan Kovalik
& Associates,Expectations
Inc.
Exceeding
www.theCenter4Learning.com
by Susan
Kovalik & Karen D. Olsen pg 9.34
Sense of Belonging Activity
SNOWBALL
Write one of your findings from your PERK
work on a piece of notebook size paper.
Take you paper with you as you form a
circle with the group.
Wait for Linda to give you further directions.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
5
HET VOCABULARY
• Year Long Theme
– Curriculum Map, pacing guide
• Component
– Marking Period
• Key Point
– Standard in kid language
– Conceptual, Significant Knowledge, Skill
• Inquiry
– Activity students do to learn the Key Point
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
6
HET VOCABULARY
• Kid Grabbing Title
– Fun titles to hook students
• Concept
– Big Idea
– Creates an address in the brain to send
learning to
• Rationale
– Why teach this, this way?
– Justification to: teacher, students, parents,
administration
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
7
Brain Compatible Elements
• Meaningful Content
• Choice
• Mastery/Application
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
8
Why Integrate?
• To many standards to teach in isolation
• The brain works best and remembers
best with an integrated format
• See the big picture not isolated factoids
• Our world is integrated
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
9
Curriculum
Year Long Theme
Creating the Pacing Guide for
the Year
Mini Theme
Try it out on a small scale
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
10
Treasures Within
•Lifelong
Guidelines
•LIFESKILLS
•How We Learn
Location:
Classroom
Treasures of Our Heritage
Treasures of Our Water
MICHIGAN’S
TREASURES
•Treasures of the
Creek
•Riding the River
•Great Lakes & Great
• Ships
•Nature’s Balance
Location: Detroit River,
Blakely Creek
Treasures of Our Land
•The Three
Fires
•Pondering Plants
•Voyages
Digging for Treasures
•Fertile Fields
•Culture Clash
•Sifting Through the Soil
•Grazing Through
•Our Place in
•Iron Country
the
the
•More Underground
Grass
Universe
Treasures
•Green Gold
Location:
•Simple MachinesLocation:
History
Complex Work
Farm/Forest
Museum
Location: Schoolyard
Organizing Concept for the Theme: Knowledge is wealth and there are treasures to
be found everywhere
Pattern Shaper: Perspective (richness) taken from various locations in our community.
E.E. p. 14.10 11
Rationale:©2009
WeThetreasure
and
help
what
we understand.
Center for Effective
Learning;
Susan preserve
Kovalik & Associates,
Inc.
www.theCenter4Learning.com
Hospital
City Council
From Our
Perspective
From the
City
My Bodybrain
Procedures
Basic Needs
Lifelong Guidelines
Agenda
LIFESKILLS
Community Building
Florence
City
Government
Raptor Center
County Park
Citizens:
Trees as Habitats:
Natives
Oak
People from Other Places
Chestnut
International Airport
Tulip
Poplar
Local Businesses
Horse Breeding:
Turfway Race Track
Kentucky Derby
Horse Farm
The World from
Organizing Concept: Diversity
Pattern Shaper:
Animal Citizens:
• Predators: Owls and Other
Raptors
• Cave Dwellers: Bats
From Ourselves to Our Universe
Rationale: Learning about the
diversity of the people, animals and
plants of our neighborhood and state
can help students understand their role
as a responsible citizen.
Where We Stand
Agriculture
State Universities
and Colleges
From the
State
From Boone
County
History of the River:
• Early Settlers
Ecology
• Trappers and Traders
of the River
Cities:
Transportation Routes:
Frankfort - State Capital
* Barges
Lexington - Heart of Bluegrass
* Locks
Louisville - River City
* Highways
Harlan County - Coal Mining
Frankfort
Ann Ross, Susan Kovalik
& Associates
©2001
©2009 The
Center for Effective
Learning; Susan Kovalik & Associates, Inc.
From the
Owensboro Ohio River
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12
Economical
Geographical
Locations: Local Government Offices
Guests: Local Historian, Local Activist
• Colorado and
Urban Sprawl
• Local Problems and Solutions
• Exploring Possibilities
Physiological~
Psychological
Location: School
Guest: Probation Officer
• Has Anybody Seen
Keys
To Our
Future
My Brain?
• Me-to-We
• Class Goal Setting
Yearlong Theme Concept: Balance
Pattern Shaper: Systems of the world
Rationale: It is only through careful study and well planned, positive action that
we, as responsible citizens can preserve the geographical, economical and
ecological balance needed to keep the systems of our relatively small
earth in good health.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
Locations: City Council, Grocery
Store
Guests: Dietitian, Councilperson
• A Healthy Economy
• Food For Thought
• DNA and YOU
• Energy: Spare the Switch
Ecological
Locations: Museum of Natural History,
Habitat for Humanity
Guests: Ecologist, Inventor
• Footprints - Geology of Colorado
• Reality Check - environmental
concerns and toxic sites
• Hope For the Future - safe, clean
water, air and land
Patty Harrington, SKA Associate
www.theCenter4Learning.com
3.14
13
Water Treatment Plant
Hospital
Finding the
Balance
Within Myself
8 Smarts
Natural Resources
My Bodybrain
Community Building
Lifelong Guidelines
LIFESKILLS
Procedures
Personality
Basic Needs
Concept: Balance
Pattern Shaper: Kinds of Balance
Rationale: Teenagers are constantly
searching for balance within
themselves, their lives, their peers
and their world. Learning to balance
their lives can help them be
responsible citizens of their
community.
Conservation
Stewardship
Maintaining
Perfect
Balance
Recycling
Careers
Land
Animals &
Water
Standards/Regulations
Plants
Arkansas River
Hazardous
Wastes
Arkansas River
Watershed Federal/State Laws
Searching
for Balance
in Tulsa,
OK
Overuse of land and
water resources
Native Americans Living in Balance
Immigrants
Citizens
Haves and Have Nots
Canada Green
United Nations
World Summit
Recycling Plant
Upsetting
the Balance
of Nature in
Oklahoma
Understanding
the Balance of
Nature
World Peace
Nations of
the World in
Balance
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
Searching
for Balance
in the United
States
Reservation
Port of Cotoosa
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3.15
14
DARK HOMES
HOME AWAY FROM HOME
Lifelong Guidelines
LIFESKILLS
The Brainy Bunch
Our Class Family
Location: Classroom
Home Is Where
Amazing Ants
Wiggly Worms
Grouchy Gophers
Darkrooms
Location: Outdoors,
Photo studio
the Heart
Is
Homes With a View
Bee Hives
Birds Nest
Apartment Buildings
Location: Outdoors
CONCEPT: A Habitat is the place where the animal or plant lives while meeting its needs.
PATTERN SHAPER: Habitat
RATIONALE: Studying how animals and plants interact in a habitat helps students
understand how diverse animals and plants are.
2.17
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
15
Find Your
Voice!
Concept: Change
TJ Mears
Being There Location: Industrial
park, landfill, recycling center
Social Action: Implement a
program to activate change by
educating business and political
leaders in your community about
waste reduction.
“Change your
footprint:”
The Greenhouse effect
and Global Warming.
“Chemical Pollutants”
“So What Are we
Made of?”
Structures &
Properties of
Matter
Math/Science
Middle School
Susan Kovalik &
Associates
Standard Deviation
©2009
Being There Location:
Energy Generating Station
Social Action: Educate
your classmates and
School Administration
about alternative energy
sources that are effective
in your community.
Create It!
Concept: Form & Function
Sampling
“Create
Alternatives:”
Statistical Inference
Newton’s Laws
Weighted Percents
Alternative Energy
Sources
Angle Analysis
Polyhedrons
“You must be the change you wish to see
in the world.”
Rate of Change
Gandhi
Being There Location:
Waste water treatment,
Weather station, BLM
Social Action: Create a
plan to educate others
about natural resources
and conservation
“How do we conserve?” Organizing Concept: Change is the
ongoing process by which people,
Solubility
places, or things are modified,
transformed, and/or replaced.
Bonding
Rationale: By understanding
change, we are better able to
Structures
make educated decisions that have
a positive impact on ourselves and
the world around us.
Make a Difference
Concept: Interdependence
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
“Studying Ourselves”:
Molecular Basis of
Heredity
Genetic Engineering
Consumer Health
Being There Location:
Hospital, Grocery Store
Social Action: Present your
plan to positively change the
world and environment
around you.
Take a Stand
Energy
Conservation
Concept:
Expressions
Cause and Effect
Equations
www.theCenter4Learning.com
Variables
16
Being There Location:
YMCA, Humanitarian
Shelter, newspaper, radio
station, TV station
Find Your
Voice!
Concept: Change
TJ Mears
Middle School
Language Arts/
Social Studies
Rights and
Responsibilities
Being There
Location: Water
Treatment Plant, INS
Office, Courthouse,
Playground/Park,Co
nstruction Site,
manufacturing site,
industrial park
American Revolutions
Public Policy
Research
Women’s Suffrage
Industrialization
Assimilation/
Acculturation
“You must be the
change you wish to see
in the world.” -Gandhi
Being There Location:
Wal-Mart SuperCenter,
power plant, oil refineries
America at War
Economics
Poetry and Prose Civic participation
project
Your
Picture
Here
Recession
Great Depression
Foreign Policy
Propaganda
Non-Fiction
Organizing Concept: Change is the ongoing process by
which people, places, or things are modified, transformed,
and/or replaced.
Rationale: By understanding change, we are better able
to make educated decisions that have a positive impact on
ourselves and the world around us.
Interdependence
Social Action Project: Address a local social issue by
Concept:
walking the component steps for creating change
Cause and Effect
through
addressing
public
policy. Inc.
©2009 The Center for Effective
Learning;
Susan Kovalik
& Associates,
www.theCenter4Learning.com
Make a Difference!
Concept:
Immigration
Biographies
Historical Fiction
Being There Location:
city hall, newspaper,
school board, state
legislator, town hall
Concept: Form and
Function
Persuasion
Civil Rights
Personal Narrative
Create It!
Take a Stand!
17
1. Building Our School Community
2. Exploring Our Local Community
Concept- Community: A community is a group of living and non-living things
who interact and occupy the same area. The members of a community interact
with each other to meet their basic needs and survive. The actions of one member
affects the whole community.
Concept- Exploration is the act of looking at something carefully.
When something is explored, we become aware of things that
wouldn’t be noticed otherwise. Exploring our world helps us to
investigate how objects, ideas, and people work together to improve
the world in which we live.
Being there Location(s): Outdoor Learning Center, school grounds
Guest Speaker- Mr. Haynes-beekeeper
Social Action: To clean-up the Outdoor Learning Center and school grounds (our
community)
The Brain
Communities-Bees
Habitats and Organisms
Physical Features of Georgia
LIFESKILLS and Lifelong Guidelines
Ecosystems
Colonization
“If I Do My
Part-
Organizing Concept- A community is a group of
Guest Speaker – a long-term Cobb County native, Physics professor, MRI
technician Children’s Healthcare of Atlanta
Social Action: To create informational realia for children at the local
children’s hospital, raise money for children’s hospital MRI department
•Growth and Change in Cobb County
•Rocks, Minerals, Fossils
•Eastern Woodlands and Plains Indians
•Landforms,
•Magnetism
•Early Explorers
•Civil War
Rationale: When students experience their environment and
living and non-living things who interact and occupy the
same area. The members of a community interact with each
other in order to meet their basic needs to survive. The actions
of one member affect the whole community.
realize that all living things in any type of community are
dependent upon each other, then they begin to better understand
themselves and their role as responsible citizens who affect the
entire community,
4. Protecting Our Community – the Earth
Concept – Cause is an action or event that makes something
happen, and the effect is the outcome of that action.
Understanding cause and effect relationships helps us to make
better decisions which could impact our community.
BeingThere Location(s): Weinman Mineral Museum, Kennesaw Mountain,
Home Depot, Marietta History Museum, Etowah Indian Mounds
3. Working with Each Other in Our Community
That’s a Start!”
Concept: Economics is the study of goods and services, which is one
of the ways that members of a community are dependent upon each
other. Understanding economics helps us to be more responsible
and contributing members of our community.
Being There Location(s): Cobb Co. Water Treatment Plant, Sope
Creek, WhiteWater
Being There Location(s): Walmart, Atlanta, local mayor’s office
Guest Speaker(s): small business owner, city councilman
Guest Speaker: Georgia Representative, local business leaders
Social Action: To raise awareness of and money for those who don’t have
money for goods and services (local homeless shelter)
Social Action: To influence legislative decisions regarding
water restrictions and to educate citizens in water
conservations
Water
Government in My State and Nation
Conservation and Recycling
Weather
Constructive and Destructive
Forces
©2009
The Center for Effective Learning; Susan Kovalik & Associates, Inc.
Local Government in My Community
Energy
Economics
Transportation
American Immigration and Industry
Conflict and Prosperity / The Depression
www.theCenter4Learning.com
Sheila Lade & Ellen Auchenpaugh, Susan Kovalik & Associates, ©2009
18
BODY-MAPPING:
Parts of a Theme
Kid
Grabber
Topics
Keypoints
(point out)
Concept
(body of theme)
Yearlong Theme
By Judy Eacker
SKA Associate
Topics
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2.21
19
ITI YEARLONG THEME PARTS
Inquiries
Topic
Inquiries
Key
Points
Key
Points
Topic
Theme &
Theme
Title
Key
Points
Key
Points
Component
Topic
Inquiries
Topic
Inquiries
ORGANIZING CONCEPT
(THEME):
RATIONALE:
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. © Exceeding Expectations
www.theCenter4Learning.com
20
by Susan Kovalik & Karen D. Olsen, p. 17.3
Where to Begin….
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
21
Conceptual Ideas
art
adaptation
balance
beauty
cause/effect
celebration
change
citizenship
communication
community
Conformity
courage
curiosity
cycles
dependence
democracy
discovery
diversity
ecology
exploration
form
function
global
habitat
health
independence
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
judgment
justice
law
liberty
medicine
nature
power
progress
quality
relationship
survival
truth
war and peace
www.theCenter4Learning.com
22
ORGANIZING CONCEPT:
CHANGE
Component
Change
Component
Change
Component
Change
Component
Change
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
23
ORGANIZING CONCEPT:
CHANGE
Component
Change
Component
Cycles
Component
Diversity
Component
Cause/Effect
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
24
ORGANIZING CONCEPT:
CHANGE
Change
Topic
My Body
Earth
Materials
Topic
Cycles
Topic
Weather
Diversity
Cause/Effect
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
Key Points
& Inquiries
www.theCenter4Learning.com
25
Key Points
• Conceptual
– Definition
– So What?
• Significant Knowledge
– Takes 3 days + to teach…meaty
• Skill
– Do after inquiries
– Look at Lang. Arts and Math
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
26
CONCEPTUAL KEY POINT EXAMPLE
Diversity is the state or act of being
different or unlike. Diversity in nature
is purposeful and necessary for
survival.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
27
CONCEPTUAL KEY POINT EXAMPLE
Diversity is the state or act of being
different or unlike. Diversity in nature
is purposeful and necessary for
survival.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
28
Conceptual Key Point
• 1. Definition of the concept
in kid friendly language.
• 2. So what?
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
29
Conceptual Key Points Criteria
What do I want my students to
understand?
G
U
T
S
Generalizable
Understandable
Transferable
Succinct
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
30
Science
Grade Level
Math
Topic/Standard
Topic/Standard
Topic/Standard
Topic/Standard
Topic/Standard
Topic/Standard
Being There
Concept
Language Arts
Social Studies
Topic/Standard
Topic/Standard
Topic/Standard
Topic/Standard
Topic/Standard
Topic/Standard
Guest Speakers
Kick Off
Celebration
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
31
Science
Grade
Level: 3rd
Math
Food Chains
Measurement
Water Cycle
Charts & Graphs
Senses
Beach
Interdependence
Language Arts
Social Studies
Adjectives
Economy
Informational reading
Landforms
Poetry
Guest Speakers: Professor, Emily, Park Ranger
Kick Off: Trip to beach
Celebration: Wax museum Projects
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
32
CURRICULUM GRID EMBEDDING STANDARDS
Concept
Being There
Science
Social Studies
Reading
Writing
Math
Assessment
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
33
Let’s Write
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
34
Share Your Progress
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
35
BEING THERE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
36
Why Being There?
Study trips proved sensory input
to the brain.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
37
Being There Trips
Basing curriculum on being there experiences is a key
way to translate the first four brain research principles.
All 19 senses are activated, producing maximum
electrical and chemical activity in the brain.
Input, which is rich and varied, is plentiful. The result is
more learning and a greater likelihood that such learning
will be retained in long-term memory.
Being there input occurs when real things are studied
in their real world context, such as a pond, lake or
wetlands, a mall, a factory – literally being there!
© Exceeding Expectations, by Susan Kovalik & Karen D. Olsen, p. 1.11
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2.138
SIX KINDS OF SENSORY INPUT
BEING THERE
(19 senses)
IMMERSION
(13 senses)
HANDS ON
the real thing
(9 senses)
HANDS ON
representational items
(4 senses)
2nd HAND
(3 senses)
SYMBOLIC
E = MC2
Adverbs
(2 senses)
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.9
www.theCenter4Learning.com
2.739
OUR 19 SENSES
R. Rivlin and K. Gravelle, Deciphering Your Senses
Sight
Hearing
Touch
Taste
Smell
Balance-Movement
Vestibular
Temperature
Pain
Eidetic Imagery
Magnetic
Infrared
Ultraviolet
Ionic
Vomeronasal
Proximal
Electrical
Barometric
Geogravimetric
Visible Light
Vibrations in Air
Tactile Contact
Chemical Molecular
Olfactory Molecular
Kinesthetic Geotropic
Repetitious Movement
Molecular Motion
Nociception
Neuroelectrical Image Retention
Ferromagnetic Orientation
Long Electromagnetic Waves
Short Electromagnetic Waves
Airborne Ionic Charge
Pheromonic Sensing
Physical Closeness
Surface Charge
Atmospheric Pressure
Sensing Mass Differences
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2.6
40
Progression of Instruction
Sensory
Input from
Being There
Experiences
ITI Classroom
 concept  language  application to
the real world
GROWTH
Traditional Classroom
language
 concept
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
 application
www.theCenter4Learning.com
2.841
Why Being There?
Study trips create an
emotional experience.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
42
Why Being There?
Study trips provide real
application of concepts and
skills.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
43
Ask Yourself Two Key Questions:
1. What do people (workers and visitors)
need to know and be able to do at this
location in order to work at/use this
site effectively?
2. What are the most important
concepts and skills form my school’s
curriculum standards?
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
44
Preplanning for the Study
Trip
• Visit the Location
• Go on the tour
• Meet the guides
• Get Permission
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
45
Selecting
Physical Locations
Step 1: Analyze the potential of the site to
teach what your students need to learn.
Step 2: Visit prospective being there locations to
determine which provide richest learning
environments.
Step 3: Do research at the library and on the
Internet.
Step 4: Revisit your curriculum.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2.10
46
Using Physical Locations to Integrate Your Theme
• Students are aware of the seams between the
subjects, e.g., grocery store.
• The most important concepts and
skills of the state standards are
taught through the location and
taught to mastery.
• Students readily apply concepts and skills when
solving a real-world problem; they are able to
bring multiple disciplines to bear as needed.
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 17.11
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
2.947
Preplanning for the Study Trip
Create Student Inquiries
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
48
Preplanning for the Study Trip
Create Learning Club Groupings for the
Study Trip
Train the Parents/Chaperons
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
49
Preplanning for the Study Trip
Prepare The Students For The Study Trip
Have Alternative Plans
(Weather)
Gather Resources
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
50
The Study Trip
Create & Review Agendas and Procedures
Chaperones and Students
Go On The Study Trip
Record The Study Trip
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
51
After the Study Trip
Debrief with the Students and Chaperons
Write Thank You Notes
Teach Curriculum
Key Points & Inquiries
Plan to Revisit and have Guest Speakers
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
52
Feedback to Linda
Gifts
Needs
Questions
Ah-ha’s
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
53
P.E.R.K.
Look through your
EE Book
Find three things
that catch your
interest.
Be Ready to share
what you found
tomorrow.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
54
End-of the-Day Procedures
• Review P.E.R.K. assignment
w/partner.
• Organize personal materials.
• Tidy up your Learning Club table
and area. Dispose of trash.
• Share an appreciation with your
L.C. Focus on personal/professional
observations.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
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