ourteamc - home

== 
Part 1 
Team Members: 
<ul><li>Chad Schildt</li><li>Heather Nelson</li><li>Janet Youngchief</li><li>Sherwood Perkins</li><li>Rochea Hale</li></ul>

<table class="wiki_table">
 <tr>
 <td>Method of Instruction 
</td>
 <td>Summary 
</td>
 <td>Delivery in the classroom 
</td>
 </tr>
</table>

<table class="wiki_table">
 <tr>
 <td>Pretraining 
</td>
 <td>This is providing information using vocabulary that the learner is familiar with before having the learner begin in a lesson or learning program. Learners grasp the concepts more readily if there is familiar wording within the lesson.Pretraining is always very important to help learners’ process essential material. It also helps learners to build prior knowledge of content by providing a foundation of key skills that will be used in further instruction. 
</td>
 <td>An example of pretraining is teaching the students about the civil 
war. Having key terms on a cognitive content dictionary. These words 
may include segregation, freedom, underground railroad and equal 
rights. Each terms is put up and predictions are made as to the definition. 
Then the actual meaning is given by the teacher and a hand gesture is 
voted on and implemented to go with the word and definition. 
</td>
 </tr>
 <tr>
 <td>Segmentation Principles 
</td>
 <td>Breaking a lesson into small chunks. This allows for the learner to slowly absorb the tast or skills you want them to learn. By doing this a teacher does not overload the information they are presenting to the learner. Segmentation allows us to take the necessary steps to help learners become more successful and master the expected content. Segmenting is useful any many types of instruction, regardless of the topic and can be broken down as simply or as complex as the instructor wants. 
</td>
 <td>When teaching graphing and what data can be taken from such graph, 
the instructor breaks this concepts up into many days. One day collecting data, 
the next teaching to graph and the next going over what questions can 
be answered from the data given on the graph. 
</td>
 </tr>
 <tr>
 <td>Worked Example 
</td>
 <td>When a teacher or person delivering instruction demonstrates an example of what they want done. They do not only perform a sample task, they describe it as they go. Worked examples are step-by-step examples where the expected outcome is being modeled as a demostration for the learner to complete the task. Worked examples are often used to help the learner work through a process to come to a specific conclusion by also showing how to arrive at the solution instead of just showing the correct answer. 
</td>
 <td>When teaching a class to make foldables for the first time with a vocabulary 
word, a definition and a sentence in their own words the teacher would 
model and explain how to fold, where to put each word, each definiton and each 
sentence. The instructor would then model and expain how this tool can be used 
to return to when they find these words in their reading. 
</td>
 </tr>
</table>

<table class="wiki_table">
 <tr>
 <td>Personalization 
</td>
 <td>Personalization is using conversational tone or a user-friendly tone in the lesson by emphasizing personal aspects to the lesson. 
</td>
 <td>When using a storyboard to teach students a lesson, include words like &quot;you&quot; and &quot;I&quot; . 
</td>
 </tr>
</table>