Jessica Vandeventer
Ece226
December 8, 2016
Name and type of activity:
Four seasons science
Age or Grade Level:
1st Grade
I. Objective (Make a concise statement of your expectation of observable student behaviors and how you will assess the student. Begin with “The student will…”)
The students will know the differences between the four seasons and be able to describe each season.
II. Materials: (Make a numbered list of what you will need)
1. white broad markers
2. colored pencils and/or crayons
3. white paper
1. made into little books
4. lined paper
III. Establish the purpose with the students/Motivating Activity. Explain how this activity will help you children develop their creativity and aesthetic awareness:
The purpose is to
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
Set learning objectives that are specific but not restrictive: it is important to know the specific standards, benchmarks and supporting learning that students at school are required to learn. When setting objectives they need to be stated on the learning goals, not the activity or assignment that they are expected to complete. They need to complete the assignment in order to what students should know, understand, or be able to do.
As an educator my main is to help children to become pedagogically and academically successful. In order to be useful in the society in which they live they need to get a well-balanced education. Besides, we need to offer them a safe and fun environment as they learn. It is equally important, that both teachers and parents should play a decisive role in reinforce children’s emotionally, intellectually, and socially.
As of late, school educational program in the United States have moved intensely toward regular center subjects of perusing and math, however shouldn't something be said about expressions of the human experience? Albeit some may view workmanship instruction as an extravagance, straightforward imaginative exercises are a portion of the building pieces of kid improvement. Figuring out how to make and acknowledge visual feel might be more vital than any other time in recent memory to the improvement of the up and coming era of kids as they grow up.
The classroom 110, is the home away home for the second graders of Ps. 119. The classroom, is a small, but well-organized and illuminated space. It shelters a total of 37 students, two teachers, one co-teacher and any visitor doing field work observations, plus all the necessary technical equipment for teaching and learning.
Facilitate a discussion in which students discuss what they already know about the seasons. Approximate time: 3 minutes
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
During the process of conducting the interviews and the ABC observations, the hardest part was to not make assumptions, and to only record and analyze the observable behaviors exhibited by the student. Umbreit
Methods of evaluation include analysis of children’s drawings at beginning and end of a planned experience, children’s and educators self-reflections, evaluating the appropriateness of resources selected by the Educator, use of time and space and effectiveness of teaching strategies employed. Documenting of information about children’s interests, that include emerging skills and abilities, children’s investigations together with understanding of concepts.
These behaviors are the way that teachers expect their students to engage during instruction. The behaviors can be observed, measured, and repeated. Student behavior needs to be clearly defined with specifically described actions and consequences. Describe what the positive behaviors look like and promote positive reinforcements to continue the appropriate student behaviors. There will be nothing subjective in the definition of a desired behavior. These student behaviors can be observed and shaped in a positive way using the reinforcement.
...orming a classroom into a safe, secure environment is the first step and then adding all the warmth and cheer after. Then comes getting kids exciting about learning, remembering what they learn, being creative, and helping them to learn and not give up. These things are done through the use of art, music, movement, and theatre in the classroom. Art, music, movement, and theatre can be mixed in with direct teaching and help make the learning all that more enjoyable. Helping students learn in the best way possible is the goal for what is achieved in the classroom. What they learn about school and life will be with them for a long time and that impact will be huge even if it doesn’t seem so at the time. Having those experiences are what links us together and us the people that we are today. We cannot go back and change the past, but we can impact and change the future.
Instructional objectives should ask students to perform a task that is measurable and observable. Thus, objectives should:
In this essay, I will talk about the components of a lesson plan, the benefits of planning with clear and appropriate goals, selecting age-appropriate goals and objectives that align with state academic content standards, and selecting goals and objectives that are differentiated for varying abilities and learning styles and for multiple intelligences.
Objective is a specific result that a person or system aims to achieve within a time frame and with available resources. Objectives are also the stepping stones which guide us to achive our goals.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.