Apprenticeship Lesson Example Model

Apprenticeship Model by Jana Paulk Initial Description:

1. For this lesson, the “more capable” peers are the fifth grade students in Mrs. Bey’s class, and the “novices” are the first grade students in Ms. Willis’ class. They will be paired according to gender because I believe the novices will pay better attention and will take direction better from peers of the same gender.

2. A written pre-assessment will be used to identify the more capable peers and to determine their current level of knowledge. This test will include short answer, multiple choice, and sequencing questions. The novice pre-assessment will include a demonstration of their current hand washing techniques as well as an oral test given by the more capable peers. The more capable peers will observe the novices and complete a checklist to determine their current level of knowledge. Both tests will cover the same content; however, the fifth grade assessment will be more in-depth in order to determine the level of competency as an instructor of the material.

3. The content being learned by the novices include the following skills and concepts: 1) What is disease? (disease and illness mean the same thing) 2) What are three diseases that you can “catch”? (the common cold, the flu, strep throat, pinkeye, stomach virus) 3) How are diseases spread? (by germs) 4) What are germs? (tiny organisms that get into the body and can make you sick) 5) Can you see germs? (only with a microscope) 6) How do you know if you have been exposed to germs? (you don’t) 7) How can you stop the spread of germs? (washing your hands, covering your mouth when you sneeze or cough, not drinking or eating from the same cup, fork, or spoon, etc.) 8) When should you wash your hands? (before and after you eat, before and after preparing food, after using the bathroom, after you sneeze or cough into your hands, after touching your nose or mouth when you are sick, after playing with animals, after playing outside, when your hands are dirty) 9) What is the proper way to wash your hands? (turn on warm water, get your hands wet, put a squirt or two of soap in your hands, rub your hands together while you sing your ABC’s, rinse your hands and wrists thoroughly, get a paper towel, turn off the water with your paper towel, dry your hands, open the door with your paper towel, throw away the paper towel) 10) Why use warm water? (warm water feels better, it does not kill germs faster or better than cold water) 11) Why use soap instead of just water? (soap will definitely kill the germs that are on the hands, water alone will not) 12) Why should you rub your hands while you sing your ABC’s? (this is how long it takes to get your hands really clean and make sure all the germs are gone) 13) Why should you turn off the water with your paper towel? (so that you won’t get the germs on the faucet back on your hands) 14) Why should you open the door with your paper towel? (so that you won’t get the germs on the door handle back on your hands)

1 4. The following social and facilitating skills will be included in the training for the “more capable” peers so as to promote successful interactions: 1) How to give feedback 2) How to give positive reinforcement 3) How to ask good questions 4) How to listen effectively 5) How to paraphrase or rephrase a question that the learner does not understand 6) How to get the answers they want through questioning 7) How to guide the learning (going from easy questions to more difficult ones) 8) How to deal with frustration 9) How to deal with misbehavior 10) How to deal with off task behavior 11) How to summarize the content that has been learned through reflection

5. Both parties (the “more capable” peers and the “novices”) will have an opportunity to reflect on their frustrations and successes: 1) The novices will reflect on their learning throughout the lesson. The more capable peers will ask the novices to explain what they have learned at different junctures in the lesson. By doing this, the more capable peers will know if they need to re- teach certain parts of the lesson or if they can move on with the lesson content. 2) The novices will reflect on the process of the learning at the end of the lesson. The more capable peers will ask questions such as: a) How do like learning this information from me? b) Would you rather learn this information from the teacher? c) Am I doing a good job helping you understand this information? d) Are my questions too hard for you to understand? e) Do I make you feel good about yourself and your learning? 3) The more capable peers will reflect on the process of learning during the Initial Training Session and at the conclusion of the lesson during the Post Teaching session. They will also reflect on the novices’ learning during the Post Teaching session. Both sessions will be held with the teacher only. They will be asked to comment on the following: Initial Training Session a) What are your main concerns or questions about teaching your peers? b) What are you most frightened of? c) Are you comfortable teaching this content? Post Teaching Session a) How do you feel about your teaching performance? b) What went well? c) What were some problems that you encountered? d) How could you improve your teaching? e) Would you enjoy doing this again? f) During the lesson (through your questioning) were you able to tell if your peer was learning the content? g) According to your peer’s test scores, did learning take place? How do you know? h) Do you feel that you have learned anything new about this content?

2 6. The pre and posttests for the novices are the same, and the pre and posttests for the more capable peers is the same so that the scores can be compared at the conclusion of the lesson. Hopefully, the scores on the posttests will be higher than the scores on the pretests.

Rationale Statement:

1. The focus of the first grade health unit is “disease prevention.” This lesson teaches the importance of hand washing as an integral part of disease prevention and the proper way to wash ones hands. The instructional design model selected is the Apprenticeship Model. This model is appropriate because the first grade student (novice) will be paired with a fifth grade student (more capable peer) who will actually teach the content. The novice will learn through social interaction and from the language of the more capable peer.

2. First graders experience great periods of susceptibility to communicable diseases and may not be aware of the effect of unsanitary practices. A student of this age is able to relate a cause to an effect; therefore, teaching the child the necessity of washing ones hands and the proper method for doing so is quite appropriate at this point in the health education sequence.

3. A ten step procedure for hand washing comprises the teach section. The anticipatory set demonstrates how easily germs can be spread. Germs are represented by glitter, which the teacher will put on his own hands and then “spread” by shaking hands or giving a high five to some students. The pretest will be administered by the more capable peers (fifth grade students). In the student activity the more capable peer will deliver content to the first grade students through social interaction, verbal instruction, and modeling. All first graders will demonstrate application of content by actively washing their hands. Students are assessed through observation of skill performance using the pretest, posttest and rubric for social interaction.

4. Washing one’s hands is the most easily implemented strategy toward preventing disease. Teaching children to properly carry out this simple sanitary practice promotes health literacy by encouraging critical thinking and responsible intervention.

3 Hand Washing 101 by Jana Paulk

General Area of Health: Disease Prevention

Grade Level: First Grade

Georgia QCC’s: HPE.PH.1.18:Explains reasons for keeping clean and well groomed. HPE.PH.1.20:Recognizes that there are different kinds of germs that cause different sicknesses. HPE.PH.1.21:Describes how some sicknesses are passed from one person to another.

National Health Standards: 1 and 3

1. Goal Statement: The student will understand that hand washing is an important way to prevent the spread of germs that can cause disease. Objective Statement: The student will differentiate the ten steps of hand washing and will perform them in the proper sequence.

2. Anticipatory Set: The teacher will wet her hands and then put them in glitter. As the students enter the gym, she will shake some of the students’ hands, high five some of the students, and pat some of the students on the back. She will then touch the handle of the bathroom, open the door, and rinse her hands. When all of the students are seated, she will explain that the glitter represents germs that are present in our lives every day. The students will recognize how easily germs can be spread! The students with glitter will be allowed to “get rid of their germs” in the best way they know of. The students will then be given the pretest that will be administered by the more capable peers.

3. Lesson Concept: In order to kill all of the germs on your hands, you must follow the ten steps of hand washing. Teaching Cues: 1) What is disease? (disease and illness mean the same thing) 2) What are three diseases that you can “catch”? (the common cold, the flu, strep throat, pinkeye, stomach virus) 3) How are diseases spread? (by germs) 4) What are germs? (tiny organisms that get into the body and can make you sick) 5) Can you see germs? (only with a microscope) 6) How do you know if you have been exposed to germs? (you don’t) 7) How can you stop the spread of germs? (washing your hands, covering your mouth when you sneeze or cough, not drinking or eating from the same cup, fork, or spoon, etc.) 8) When should you wash your hands? (before and after you eat, before and after preparing food, after using the bathroom, after you sneeze or cough into your hands, after touching your nose or mouth when you are sick, after playing with animals, after playing outside, when your hands are dirty) 9) What is the proper way to wash your hands? (turn on warm water, get your hands wet, put a squirt or two of soap in your hands, rub your hands together while you

4 sing your ABC’s, rinse your hands and wrists thoroughly, get a paper towel, turn off the water with your paper towel, dry your hands, open the door with your paper towel, throw away the paper towel) 10) Why use warm water? (warm water feels better, it does not kill germs faster or better than cold water) 11) Why use soap instead of just water? (soap will definitely kill the germs that are on the hands, water alone will not) 12) Why should you rub your hands while you sing your ABC’s? (this is how long it takes to get your hands really clean and make sure all the germs are gone) 13) Why should you turn off the water with your paper towel? (so that you won’t get the germs on the faucet back on your hands) 14) Why should you open the door with your paper towel? (so that you won’t get the germs on the door handle back on your hands)

4. Teacher Modeling: The following social and facilitating skills will be included in the training for the “more capable” peers to promote successful interactions: 1) How to give feedback 2) How to give positive reinforcement 3) How to ask good questions 4) How to listen effectively 5) How to paraphrase or rephrase a question that the learner does not understand 6) How to get the answers they want through questioning 7) How to guide the learning (going from easy questions to more difficult ones) 8) How to deal with frustration 9) How to deal with misbehavior 10) How to deal with off task behavior 11) How to summarize the content that has been learned through reflection

5. Student Activity: This lesson will comprise two days of student social interaction. On the first day, the novices will take the pretest, and the more capable peers will teach cues 1-9. On the second day, the more capable peers will review the previous day’s cues, teach cues 10-14, and administer the posttest. Rubric for Observation: The teacher will use a rubric to evaluate social interactions between students. Plan for student reflection: Both parties (the “more capable” peers and the “novices”) will have an opportunity to reflect on their frustrations and successes: 1) The novices will reflect on their learning throughout the lesson. The more capable peers will ask the novices to explain what they have learned at different junctures in the lesson. By doing this, the more capable peers will know if they need to re-teach certain parts of the lesson or if they can move on with the lesson content. 2) The novices will reflect on the process of the learning at the end of the lesson. The more capable peers will ask questions such as: a) What are some things you liked about my teaching? b) How was learning this lesson different learning it from me than learning from the teacher? c) What is one thing I did that will help you understand and remember this information? d) What was the hardest thing for you to understand? 5 e) How do you feel about taking care of yourself and using what you learned today? 3) The more capable peers will reflect on the process of learning during the Initial Training Session and at the conclusion of the lesson during the Post Teaching session. They will also reflect on the novices’ learning during the Post Teaching session. Both sessions will be held with the teacher only. They will be asked to comment on the following: Initial Training Session a) What are your main concerns or questions about teaching your peers? b) What are you most frightened of? c) What can the trainer do to make you feel more comfortable presenting the material? Post Teaching Session a) How do you feel about your teaching performance? b) What went well? c) What were some problems that you encountered? d) How could you improve your teaching? e) Why would you enjoy doing this again? f) During the lesson (through your questioning) how could you tell if your peer was learning the content? g) According to your peer’s test scores, did learning take place? How do you know? f) What have you learned about this content that is new?

6. Closure Activity: The novices will reflect on the process of the learning at the end of the lesson. The more capable peers will ask questions such as: a) What are some things you liked about my teaching? b) How was learning this lesson different learning it from me than learning from the teacher? c) What is one thing I did that will help you understand and remember this information? d) What was the hardest thing for you to understand? e) How do you feel about taking care of yourself and using what you learned today? The more capable peers will take this opportunity to commend the novices on their progress. Statements may include, but are not limited to: a) I really like the way you paid attention to me in class! b) Look how far you have come in your learning! c) Thank you for making this fun for me! d) I can tell that you have learned a lot from the answers that you gave!

7. Evaluations: The evaluations include the Pre and Posttests for both the more capable peers and the novices, and the teacher will complete a Rubric for Social Interactions between Peers.

8. References: Gibbons, C., Middleton, K., Ozias, J. M., Stockton, C.A. (1999). How to stay well (Chapter 5). Your Health. Orlando, FL: Harcourt Brace. 6 Pre-Posttest for More Capable Peers

Multiple Choice (5 points each)

1. What is disease? a. Any condition that damages or weakens part of the body b. Disease and illness mean the same thing c. All of the above 2. An infectious disease is: a. One that cannot be spread from person to person b. One that can be spread from person to person c. One that cannot be spread by germs 3. A noninfectious disease is: a. One that cannot be spread from person to person b. One that can be spread from person to person c. One that can be spread by germs 4. Which of the following are infectious diseases? (You may circle more than one answer). a. Strep throat b. Cancer c. The common cold 5. Germs are: a. Too small to see without a microscope b. Impossible to get rid of c. Easy to see 6. What is the best way to prevent the spread of germs? a. Eat healthy b. Wash your hands often c. Cover your mouth with your hands when you sneeze 7. Germs cannot be spread: a. Through the air b. by touching something that has germs on it c. by eating properly cooked foods

Short Answer (3 points per answer)

8. Name three noninfectious diseases (9 points) 1.______2.______3.______9. Describe three situations in which you should wash your hands (9 points) 1.______2.______3.______

7 10. Besides washing your hands, name three other ways to prevent the spread of germs (9 points). 1.______2.______3.______11. When washing your hands, why should you turn the water off and open the door with your paper towel? (3 points) ______12. Why should a child sing the ABC’s while rubbing his hands together with soap? (3 points) ______13. Why should a child use soap, instead of just water, when washing his/her hands? (3 points) ______

What are the correct steps for washing one’s hands? Put the following in order by writing the numbers 1-10 next to each step in the sequence (3 points each).

14. _____ Rub your hands together while you sing your ABC’s 15. _____ Turn on warm water 16. _____ Throw away the paper towel 17. _____ Dry your hands 18. _____ Get your hands wet 19. _____ Put a squirt or two of soap in your hands 20. _____ Open the door with your paper towel 21. _____ Rinse your hands and wrists thoroughly 22. _____ Get a paper towel 23. _____ Turn off the water with your paper towel

Grading Scale: This test is worth 101 points; therefore, you have automatically scored 1 point!

90 – 100 = A 80 – 89 = B 70 – 79 = C 60 – 69 = D 0 – 59 = F

8 Answer Key for More Capable Peers: 1. c 2. b 3. a 4. a,c 5. a 6. b 7. c 8. Cancer, Diabetes, Heart Disease 9. Before you eat, after you use the bathroom, before preparing food 10. Cover your mouth with your elbow after you sneeze or cough, don’t drink after other people, throw your used tissues away when your finished with them 11. So that you won’t get the germs from the faucet or door on your clean hands 12. This is how long it takes to kill all the germs 13. Soap kills germs while plain water does not 14. 4 15. 1 16. 10 17. 8 18. 2 19. 3 20. 9 21. 5 22. 6 23. 7

9 Pre-Posttest for Novices (Checklist to be completed by “more capable” peers)

Oral Test (Circle the student’s answer) 10 points each:

1. Can you “catch” or “spread” a disease or illness? Yes No

2. How are diseases spread from one person to another? Germs Another answer

3. Are there things you can do to stop the spread of germs? Yes No

4. Can you see germs on or in your body? Yes No

5. Can you kill germs by washing your hands? Yes No

Hand Washing Observation Checklist. As the student washes his/her hands, write the number in the sequence as it occurs. If the student does not perform a step correctly, write a note next to the step (examples: rubbed hands together but no ABC’s, or turns off the water with hands) 5 points each.

Correct Sequence Student Sequence Notes

1. Turns on water ______2. Gets hands wet ______3. Squirts soap into hands ______4. Rubs hands together while singing the ABC’s ______5. Rinses hands thoroughly (no soap left on hands) ______6. Gets a paper towel ______7. Turns off the water with the paper towel ______8. Dries hands with the paper towel ______9. Opens the door with the paper towel ______10. Throws away the paper towel ______

Grading scale:

90 – 100 = A 80 – 89 = B 70 – 79 = C 60 – 69 = D 0 – 59 = F

10 Allgood Elementary Social Interaction

Names: ______Teacher: J. Paulk Date : ______Title of Lesson: ______Criteria Points 1 2 3 4 Listening: The teacher observed the students actively None of the time Some of the time Most of the time All of the time ____ listening to each other. Questioning: The teacher observed the students None of the time Some of the time Most of the time All of the time ____ interacting,discussing, and posing questions to each other. Giving feedback: The teacher observed the "more capable" peer None of the time Some of the time Most of the time All of the time ____ giving positive feedback to the "novice." Respecting: The teacher observed the "more capable" peer encouraging and supporting the ideas None of the time Some of the time Most of the time All of the time ____ of the "novice" and the "novice" accepting the authority of the "more capable" peer. Remaining On-Task: The teacher observed None of the time Some of the time Most of the time All of the time ____ that the students were on task. Total----> ____ Teacher Comments: