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Generalist, Grades: Middle Childhood Video Analysis

547 Words3 Pages

Instructional Models and Strategies

A) I observed video# 0068, Subject: Generalist, Grades: Middle Childhood (Ages 7-12). . In this video the teacher was highly effective in designing lesson plans to help students achieve an effective level of mastery
1. During this observation I observed a Middle School Science class. The lesson was on Force and Motion. The Students were in groups conducting an experiment to test the theory of the Laws of Motion. I noticed right away how cohesive each individual group appeared. According to the teacher commentary, the groups were strategically chosen. She intentionally included one ESL student in each group to strengthen their social skills. She also places a student who struggles with math with a student who is willing to help others and who is above grade level in math. The teacher also noted that she has five ESL students in her class. For the ESL students, she has to plan her lesson to include visual and demonstrations to make it more comprehensible to them. This approach was clearly …show more content…

The teacher's instruction method in this video seems to follow the pattern of the education theorist Vygotsky. The teacher encourages cooperative learning and strategically formed groups she thought would work well together. Another theory used in this video is scaffolding which is also a theory of Vygostky. The teacher offers encouragement, asks the students open ended questions and helps guide them in becoming independent learners.
a. The theorist the teacher followed was appropriate for the lesson she was teaching and also the age group of the students. Cooperative learning activities can be planned with groups of children at different levels that can help each other learn (Slavin et al., 2003). Strategically forming groups based on the students' needs show the teacher clearly understood this teaching concept. The cohesiveness of the groups demonstrated the effectiveness of both the teachers lesson and the educational

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procedural fluency - Students will gain procedural fluency in the lesson through the teacher modeling and guided practice with math concepts. Students will use a variety of manipulatives to achieve a better understanding of how to represent and solve problems involving addition and subtraction within 20. F. Explain how one instructional strategy in your lesson plan (e.g., collaborative learning, modeling, discovery learning) supports learning outcomes. One instructional strategy found throughout my lesson plan is modeling. As the teacher the thinking out loud while moving through the process of solving the problem students are not only hearing my thoughts, they also can mimic the process.

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They use whiteboards to show their work during lessons. I encourage students to act out and draw word problems to help them understand. However, an area I can do better is making the time to incorporate children’s books, and utilizing tools, videos, and manipulatives to support my instruction for all students. In addition, I will incorporate visual vocabulary cards with my math instruction to help students understand the

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Individual or small group teaching can help these students. After teaching the lesson, meeting with small groups of students with similar needs and discussing the lesson can help students reach the learning tasks. Students in these small groups can discuss with each other and ask and answer questions together. Having students work and learn from each other may be more beneficial because some students may understand concepts better when being taught by a peer. I will also listen to the discussion to understand individual students strengths and areas of improvement

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Cooperative learning is a method that makes use of peer assistance where students work together to facilitate each other’s learning. There are numerous studies that support the efficacy of peer-assistance, particularly in younger children and low-income students (Sencibaugh, 2016). In my classroom experience, the children were broken into four groups of five or six children each. A teacher guided all but one of the small groups. Specific tasks that could be completed independently were chosen for the group that was not attended by a teacher.

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One teaching strategy that is evident in appendix 1, is group work. Group work allows children to collaboratively work together. Students have a better opportunity to speak during group work as compared to whole-class situations where one student speaks at a time (Cohen et al., 2014). The type of group evident in the lesson plans is mixed ability grouping; this provides pupils with equal opportunities, in terms of curriculum, instruction, resources, and additionally, reduces negative consequences, such as children feeling secluded (Sukhnandan and Lee, 1999). Vygotsky’s zone of proximal development shows the difference between the most difficult task a child can do alone and the most difficult task a child can do with help (Mooney, 2002).

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I determined that for these students to truly assimilate the multiple facets of these concepts, they would need to focus deeply on one piece at a time. Jigsaw cooperative grouping provided that opportunity. Each student must become an expert in one component of the lesson. They are responsible for gathering, organizing and transmitting the information on their topic, then they are responsible for teaching the other members of their group what they learned. If all group members do this, then they will all deeply understand the material.

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It is hard for ELL students to perform well on assessments that they are unable to read and/or comprehend. In my future classroom, I will make strive to use mathematics questions that are unbiased for all of my students. I will make sure that my ELLs understand the assessment and what is expected of them prior to giving the exam. I will also offer extra support for my ELLs in all subjects not only math. This will help ensure that all students in my classroom have an equal opportunity to be

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For example, I might teacher the color pink to a different set of student by using operate condition in which I show explain to them the color pink. If the students are able to correctly label and identify the color pink, I may reward them with a piece of candy. This concept of “reward” is what pushes the student is learning and understanding a new idea. The last aspect of learning theories that is highly connected to Vygotsky would be “observational learning” in which student observe the educator in order to learn a new concept (Short, 2015). If I were teaching the color pink through this method, I might walk around the classroom, and individually

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There are questions as to what defines a small group and which concepts are more successfully taught in small or whole groups (Tiberius, p.1). One of the main benefits of small group instruction is the social interaction it provides for students. “As the members of a group get to know one another, they become more informal and interact more.” (Tiberius, p.2). Students also perform better when they are actively completing a task instead of just sitting and listening to the teacher lecture.

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My Haitian Creole professors and mentor strongly initiated this term as they assisted us by enabling us to problem solve in more of a guided participation type of approach, as we were given various problems and questions to solve and address on our own or in small pairs, rather than by the teachers merely presenting contents in rigid lecture formats. Since this course was so embedded with artifacts of and from Haitian and the Dominican Republic, it also adhered to Vygotsky’s theoretical concepts well since he regarded cognitive development as depending more on interactions with people & tools in a student’s life. These tools could be both real or symbolic in

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Cooperative learning aligns to my philosophy for classroom management. Through cooperative learning students gain social skills, team work

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[47] argue that students report increased team skills as a result of cooperative learning. This is as Panitz [48] cites a number of benefits of cooperative learning for developing the interpersonal skills required for effective teamwork. As observed, there is broad empirical support for the central premise of cooperative learning, that cooperation is more effective than competition for promoting a range of positive learning outcomes. These results include enhanced academic achievement and a number of attitudinal outcomes. In addition, cooperative learning provides a natural environment in which to enhance interpersonal skills and there are rational arguments and evidence to show the effectiveness of cooperation in this

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