Strategy Scenario #1 Melody Waltman Gray Frames Strategy: Frames Type II Content: Identify how different pieces of clothing/laundry are properly/safely washed Title: I never bought pink underwear! Number of Participants: 10-12 Target Audience: Middle School to High School Students Goal of Activity: To teach students how to use a washing machine, sort laundry and select the proper settings on the washing machine for each type of laundry. Learning Outcomes: Gagne’s Learning Outcomes- Cognitive Strategies Bloom’s Taxonomy – Knowledge, Comprehension and Application Learner Characteristics: Middle School to High School Students in a Home Economics Class Entry Skills: None Setting: Home Economics Classroom Time Required: One 1 1/2 hour session Media: Sears Kenmore heavy duty washing machine Process: 1. Instructor will identify and explain parts of a washing machine, explain load size, water level, water temperature and wash cycles. The instructor will talk about types of laundry and how to tell proper washing requirements.2. The following Frame will be displayed on the chalk board: Water Temp Hot/cold Hot/warm Cold/cold Warm/warm Warm/cold Wash Cycle Normal Permanent Press Knit/Delicate Prewash 3. Instructor will explain the use of Frames and the function of this particular one. 4. The instructor will pick up 30 different pieces of laundry and ask students to place the laundry in the appropriate box in the Frame. 5. Questions, comments, and observations will be addressed. Strategy Assessment: 1. Completed frame allows a visual display of the types of laundry and how they should be washed. 2. Student learn how to create a frame and use it as a visual representation of a task. REFERENCES: West, C. K., Farmer, J. A. & Wolff, P. M. Instructional design: Implications from cognitive science. Chunking: Organizing strategies (pp.36-55). Englewood Cliffs, NJ: Prentice-Hall
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