Each lesson includes pre-instructional strategies, content presentation, learner participation, an assessment, and follow through activities. Instructional Theories and
2. I pulled out my focus learner and a few other students from the general classroom to teach a small group segment. On page 1 of the Instruction Commentary, the second prompt, you are to supply information that affect your instructional delivery in connection with the learning goal. Does this sound
Then the student had to go over a new lesson, it related to the lesson they just learned, which is to find the domain and range in a word problem. The teacher noticed that many of the students did not like the word problems, so she decided to teaching techniques they can use when they do see word problems. She related this the questions that might be seen in the STAAR. The then had the student practice with a few problems. For the last ten minutes the class had to do their
1. Which lesson or lessons are shown in the clips? Identify the lesson(s) by lesson plan number. Describe any changes in the lesson plans for the lessons shown in the clips and the reasons for those changes.
This will support students by working cooperatively with the teacher to increase their understanding of each requirement (Borich, 2011). Focus Student 1 (Above Proficient) was among this group that met or exceeded the standard in every area identified in the rubric. Additionally, student 1 will be provided enrichment activities to progress his learning. I will build upon their knowledge using strategies to increase my student’s understanding of how to prepare an informative explanatory text using topics that consider the audience. These strategies will assist them with providing credible facts and definitions, well developed points, and a concluding statement that is relative to the topic in their text.
I believe this type of well-organized schedule helps the children to know what is expected of them. Also, the hands on approach between the students and the teacher allows for individualized learning for the children. Finally, I found their purposely using open ended questions to encourage the children into thinking for themselves during the Choice Time to be an excellent teaching method. 2. Provide a descriptive personal or professional observation that is similar to the concept you selected from the video (use initials in place of a child’s name).
4a – After the delivering lessons, Miss Hannan assessed the instructional session and provided suggestions to improve upcoming lessons. 4b – Miss Hannan collaborated with the cooperating teacher for an efficient and effective process of recording and maintaining accurate assessment for each student. 4c – Miss Hannan described that parents and teachers are “ultimate teammates” in a student’s education. She kept parents informed by a weekly newsletter that was written by students. Understanding that parents need to be made aware of their child’s progress, Miss Hannan communicated positive and areas of challenges by sending notes and emails to parents.
This demonstrates my understanding of effective learning though appropriate instructional strategies because is displays how I implemented a variety of materials and technological resources to support my instructional strategies and reinforce student learning. It also conveys my ability to assess student’s through both formal (activity sheet) and informal (thumbs up) assessment techniques. These techniques help me evaluate the student’s strengths/weaknesses and the effectiveness of my instructional strategies. This particular skill outcome is important to early childhood education because implementing instructional strategies that reach the diversity of our students is going to promote overall student success. We, as early childhood educators, have to use a variety of strategies to discover more about the student’s developmental process and adjust our instruction in a way that will promote students to become self-directed
Submit the coop teacher approved mini lesson plan to your supervisor for review today which is at least 2 days before the lesson is taught so that it can be returned to you with comments. On Wednesday, I will be teaching students how to write a narrative based paragraph of “What would they do if they were Ponyboy or Johnny in chapter five?” IPTS 1C and performance activity twenty-four relate to each other by how the competent teacher plans a lesson according to students’ needs. Ms. Boerema is going to make me a paragraph frame to help me teach students how to write their paragraphs. Performance activity twenty-four has taught me how to plan efficiently and effectively with my cooperating
When they were finish meeting the student went back to write their final copy. A successful lesson is a lesson where my students are fully involved, listening and interacting with the and each other regarding the material presented. The teacher lessons are thought-provoking and fun at the same time because she believe the students want to have fun and that they learn more effectively when learning is a pleasure, not a chore. The true measure of a good lesson, however, is when I can look at tests and quizzes on the material and see a good level of understanding and comprehension on the student’s
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).
From all the diverse backgrounds, learning styles and needs in the program, there were many obstacles that I had to overcome to create a lesson that would
Each lesson was different and had different instructions, but the material was the same. On the first day that I observed the students had to complete a short worksheet. Half of the piece of paper was a short story called, “Sam the Snowmen”, and the other half was questions the child had to complete about the story. The teacher made them read the story three times, and to keep track of that number, the students filled in a star after each time they read it.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Now, having no official teaching experience before, I was startled when it came time for me to design the lesson plan. My students knew literally nothing and my aims were manifold. Rather intuitively, I realized my lessons should be based on my students’ needs, so first I conducted introductory informal interviews about their goals and expectations and later while observing progress and dynamics in class, I would adjust some of the topics and activities to better suit my students’ needs. Clearly, my major goal was to improve their communicative competence, but I also kept in mind that both groups took my classes as an extracurricular activity, so I had to present these two hours in form of enjoyable intellectual stimulation, rather than a standard lesson, so it had to be structured in a way that would combine different types of activities while also engaging all four
