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Module Six
Many Types of Slam Dunk Lessons
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Each slam dunk lesson like the one you just completed has two main elements. |
1. The first element is a "chunk" of information that is available through the Net and may come in a variety of formats.
- Visual (Photographs, Paintings, Drawings, Cartoons, Videos, Medical Images & Illustrations, etc.)
- Numerical (Databases, Tables, etc.)
- Text (Articles, Journals, News Stories, Glossaries, Encyclopedias, Dictionaries, Thesaurus)
2. A thinking challenge that requires the students (often in teams) to analyze, synthesize and evaluate the information, creating a product, making a decision or proposing a course of action.
To illustrate the power of this approach to engage students, you will first participate in a Slam Dunk Lesson that will require you to analyze the content of a painting, "reading the body language and the relationship" of the two people.
Once you have tasted a lesson, you will build one using Medical Illustrations.
Instructions . . .
Go to http://www.ngv.vic.gov.au/drysdale/paintings/66a.htm
1. Start by figuring out what is going on. Who are these people and what is their story? Have one member of your group act as scribe to keep track of the inferences generated by your group. What is their mood? What problems do you think they may face?
Continue interpreting the painting until I instruct you to move on to the next task.
2. What are the traits of a good title? Make a list of traits and then brainstorm 12-15 possible titles before picking the best one.
Once you have a good understanding of the painting, select a new title that captures the key “story” behind this painting. Be prepared to share your favorite with the group with an explanation of why you chose that title.
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 To what extent did you and your group demonstrate during that activity the four "Characteristics of Engaged Learners" we explored in Module One?
Responsible for their own learning
They invest personally in the quest for knowledge and understanding, in part because the questions or issues being investigated are drawn from their own curiosity about the world. Projects are pertinent and questions are essential.
Energized by learning
They feel excited, intrigued and motivated to solve the puzzles, make new answers and reach insight. Their work feels both important and worthwhile.
Strategic
They make thoughtful choices from a toolkit of strategies, considering carefully which approach, which source and which technique may work best to resolve a particular information challenge.
Collaborative
They work with others in a coordinated, planful manner, splitting up the work according to a plan and sharing good ideas during the search for understanding.
 Next module. Please do not proceed until asked to do so by the workshop leader.
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