Level Two Field Experience

For my level two field experience, I was placed in a 10 grade Modern United States History class. The techniques I used to involve the students in the class included asking questions during direct instruction, small group discussion, and large group discussion, which included calling on groups at random, if no one volunteers. During direct instruction, the questions asked to the students were about the material they had already covered about the war. For the small group discussions, the students received three questions to discuss. These same questions were used in the large group discussions. Furthermore to relate the material to the students, I used connections to their lives outside of school. Specifically, the material I taught was on

The New American Lecture was used for the presentation of the information to the students. The students were given a guided note sheet to help them take notes and follow along with the presentation. The directed practice came was used during the small group and large group discussions. I provided the students with questions on a worksheet to guide them in discussion of the Tet Offensive and the Vietnam War. In addition to these questions, I walked around and asked the groups questions to facilitate more discussion and deeper thinking. In the future, I would use these teaching styles again. I thought they were effective in engaging the students in the lesson. Although I would use these in the future, I would use other teaching styles as well, so that the classes do not become routine and mundane for the

The assessment was a worksheet with three discussion question, which the students had to discuss the answers and then write the answer down. The results were as I expected them to be. Each group was able to correctly answer the most important question on the sheet: why the Tet Offensive was the turning point of Vietnam. The issue with this assessment is that assesses the students as a group, so it does not show me where the individual student is at. In the future, I would use this assessment if it was modified. To modify it, I would include an assessment that happens by the teacher during the small group discussions. This would be like a check list of expectations that I could observe as I walk around and interact with the groups. In addition, I would add an exit slip at the very end of the class that asked the students to write down why the Tet Offensive was a turning point in the Vietnam War. In the class, other formative assessments include a guided reading packet, and other worksheets on readings and videos. For summative assessments, the students have a written exam at the end of each chapter. The written exam includes matching, true/false, multiple choice, and essay