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A Clear Focus For The Lesson Analysis

776 Words4 Pages

8 Strategies Robert Marzano and John Hattie agree on
Question 1
A Clear Focus for the Lesson- While the importance of having clarity about what you want students to learn and specified objectives for each lesson is definitely not new to me, one of the tips in this strategy attracted me and could be very useful in the future. Learning that posing questions at the start of a lesson is an effective way to focus students, could really help me deal with reading comprehension lessons. So far in my teaching experience, reading a text with students is the most challenging for me, since it is hard to keep students attentive and check what they have learned as well. Posing a question that summarizes the essence of what students need to know at the end …show more content…

Usually, teachers check answers on the board without really checking what students have actually written in their notebooks, or pay attention to whether students are working or not without checking the quality of work. Unfortunately, I as well have done that in my lessons. The students receive most of their feedback when they are given back their test scores, but students need to be given feedback while there is still time to improve. Now that I have a smaller class I get a chance to really interact with students and give them more individual help and feedback that includes corrections. In big classroom it is still possible to apply this strategy by perhaps choosing each lesson a group of students to focus on, walking around the class while students are working and asking students to submit homework/ do a quiz before a …show more content…

There are many teaching strategies, and it is important to acknowledge what experts agree on and consider the use these strategies in my teaching. All of the strategies elaborated in the article were not completely new to me and were discussed during different courses at Achva to a certain degree (especially application of knowledge and engaging with content), but certain tips within the strategies were surprising to read and are worth exploring. For example one of the tips that I find difficult to apply is sharing your objectives with students. I tried writing the objectives of the lesson on the board in the beginning of the lesson for students to see, but students commented on the objectives or were occupied with them (or a certain task), instead of working toward reaching them. Sometimes the objectives discouraged them if they didn’t like the topic (grammar for example) or stressed them out if they found them challenging. Perhaps there is a better way to share objectives with students, which I hadn’t tried

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388 Words | 2 Pages

In watching Dr. Bear's video it is apparent that the most commonly used strategy was creating challenges through questioning for both the teacher and the student. As Dr. Bear tried to figure out the student's general understanding of the subject matter and he encountered a word that he thought might be unfamiliar, he would simply stop and ask about it. For example, during the discussion prior to reading the book, one of the students suggested that Pandas have pouches, Dr. Bear paused to ask the students about the word pouch. The intricate series of interactions between Dr. Bear, students, and text in a self-reading reflects countless instructional decisions and the unique quality of the relationship that has been built between teacher and students.

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695 Words | 3 Pages

The teacher should make sure that each student is involved in the lesson, ask process questions, open-ended questions, be patient when waiting for answers to these questions, and ultimately never say anything a kid can say. This method is something that I would like to implement in my future classroom. I know that it will take practice and perseverance, but it is something that I know I can

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811 Words | 4 Pages

Strategy #1: Modeling / PORPE tool (e.g., Predict, Organize, Review, Practice, and Evaluate) will be used to provide students support when explaining in greater detail the concept development process, using examples of text such as books and articles that are relevant to the assignment (Allan & Miller, 2005). Strategy #2: Reciprocal Questioning: Reciprocal questioning will be used to check for understanding throughout the lesson. This will support the student's learning by allowing them to formulate their own list of questions to deepen their learning. Additionally, Reciprocal questioning improves student’s questioning and reasoning skills (Manzo, 1968).

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868 Words | 4 Pages

Humans learn by examples more than what they learn by mandate. If our students or apprentices can observe best practices, they will have a guide to incorporate to their own by staying truth to themselves, but copying what they know to be helpful. For that reason, they will be able to self-evaluate their work, and analyze their weaknesses using their results by reflecting on their learning to adapt and try again. Additionally, as Ms. Stewart suggested and I used during my first years of teaching, when the teachers are new to the process of educating students, one method of organizing and helping themselves is to write a script of what they want to say. Consequently, with this method they will track their objectives and come back to re-teach or adapt their strategy after self-evaluating their actions and the

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752 Words | 4 Pages

After trying the strategy the first time, I was able to notice what my students struggled with and why. I noticed that some of the students struggled to understand the text that was given to them because of various reasons, such as the way the text was formatted to the vocabulary used in the article. Because the students did not understand the text, they were unable to even get to the written conversation portion of the lesson. I also felt that I was asking the students to do too much during that first lesson. The lesson also demonstrates my understanding of the types of students I have in my classroom.

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621 Words | 3 Pages

How will I use the strategy? How will it be used within the longer lesson? This strategy can be used to evoke predictions and get students engaged in the text before beginning the reading. Students may be encouraged to share their ideas and predictions with a partner or with the entire class.

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176 Words | 1 Pages

The key ideas in this strategy is to have the students act out an event in each section (beginning middle and end) of the book out. This shows the students that more then one this can happen at the beginning of the story but it still is I the beginning. This also gets the students involved in what they just sequenced and it a way to get them up and moving. This strategy guides the learner because they have already identified what belongs in each section of the story. It also helps the learner because they work in teams and can come up with an action for the beginning, middle or end of the story by working as a team.

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487 Words | 2 Pages

in meeting the needs of learners In this point I will evaluate the strategies I use when teaching and learning and how they meet the needs of the learners that I work with. One particular strategy, which I think works well is the re-cap session that is used at the end of every lesson that I deliver. I think this works well because it allows the learners to give feedback on what they have learned, highlighting there likes and dislikes during. Strategies such as; question and answer, guided discovery and mind mapping helps the learners express themselves in various ways. If a learner wish to speak about their experience then the question and answer strategy will appeal to them more, compared to learner that may not be as confident speaking,

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732 Words | 3 Pages

When I say a lot I mean planning for things that you expect to happen during the lesson. For example, having an activity planned in case the students do not understand the textbook work or providing a visual for students who need to see how the lesson can be done. Standard # 8: Instructional Strategies Strategies stem from trial and error. If the students do not understand the math lesson without a calculator, try to make a fun activity where there can create their own calculator or act as calculators to make the lesson fun.

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481 Words | 2 Pages

After reviewing all the data collected from my case study student, Mateo, I have decided to design lessons that follow an explicit explanation sequence and target the comprehension skills of sequencing/retelling and drawing conclusions/making inferences. In the article “Comprehension Instruction in Content Area Classes,” Neufeld explains the importance of explicitly teaching students how to use individual reading strategies in meaningful text (2006). I plan on following the steps suggested by Neufeld to explicitly teach strategies for my target comprehension skills (2006). The steps for this explicit explanation sequence are introducing and justifying the strategy, modeling, guided practice, and independent practice.

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498 Words | 2 Pages

Another feedback was gathering students attention effectively; something I know but am scared to implement in such a well behaved class. The feedback I feel will help me improve my teaching to become a better teacher, to effectively

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331 Words | 2 Pages

They can actually take the time and talk about what the teacher did wrong and what to continue doing what helped the student learn better. Also just showing the student that you would take the time to sit and talk about what they can do to make them learn better. It can also

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1039 Words | 5 Pages

Instructor CENTERED VS LEARNER CENTERED Instruction is quickening this days, subsequently this impacts on the educating and learning framework, accordingly there must be a few changes to the present circumstance and those progressions could be a mindset, the approach in the learning procedure, and additionally new aptitudes are expected to adjust the development of time. Numerous instructors have attempted to redress the state of learning, one of them by doing approaches in learning. As indicated by Sagala (2008:68) learning methodology is the best approach to be trailed by instructors and understudies in accomplishing instructional targets for a specific instructional unit. There are two sorts of methodologies that I will examine here, specifically

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803 Words | 4 Pages

Feedback is not one-sided; teachers must remember to listen to what the other person has to say. Stay quiet and catch the other person’s eye, which indicates that you are expecting an answer. If the person wavers in their response, try asking an open ended question. Examples of this would be: “What is your opinion of this?” “What do you reason?”

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484 Words | 2 Pages

I participated in several school meetings. After working with students in small groups, I evaluated my mini lesson for student improvement. My students were able to work independently, collaboratively, and utilize feedback from other peers. This taught me to reflect on advantages and disadvantaged of the lessons

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