5. Independent Student Practice: Students will do independent work at their individual desks. 20 minutes Active participation strategy 3: Hands on activity. Students will practice their new skills independently by creating a mobile that will categorize pictures into living and nonliving things. The teacher will list the steps for creating the mobile on the whiteboard. She will then verbally go over the following step. 1) Sort the pictures into living and nonliving categories by using their definitions that they created. 2) Have students color and glue onto construction paper pre cut into squares or circles of different colors. (Use square shape for living and circle for nonliving). 3) Have the students assemble their mobile by tying string …show more content…
Culminating or Closing Procedure/Activity/Event: Students will take a computer generated assessment individually 15 minutes Student-centered technology strategies2: computerized multiple choice assessment. The teacher will review with the whole class that living things must be able to move, grow, and reproduce and nonliving things cannot. She will then ask if any students still have questions and answer any questions they may have. The students will take a computerized multiplication test to assess their mastery (McCarty, Living nonliving assessment, 2015). Pedagogical Strategy (or Strategies): 1. Direct instruction- During presentation of new information the teacher will utilize direct instruction. 2. Interactive instruction- During guided learning the teacher and students will develop a definition of living and nonliving things using. Also during independent practice students will participate by creating a mobile. Differentiated Accommodations: English Language Learners Ell students if needed will have the opportunity to sketch their responses on the graphic organizer. Instructions for each task will be made available in the student’s native languages. ADHD Extra break time will be given to ADHD students if
The assessment that I have chosen for my lesson is a “card sort”. I will have eight graphs copied on card stock ready for the students to cut out. They will analyze each graph, match it to a scenario, and tape it next to the scenario it matches. For each graph, the students will label the x- and y-axes with the appropriate quantity and unit of measure. Then, they will write the title of the problem situation on each graph.
Students will be able to make real world connections to the shapes in the lesson using every day objects.
As an instructional strategy, situated cognition has been seen as a means for relating subject matter to the needs and concerns of learners (Shor 1987). Learning is essentially a matter of creating meaning from the real activities of daily living. By embedding subject matter in the ongoing experiences of the learners and by creating opportunities for learners to live subject matter in the context of real-world challenges, knowledge is acquired and learning transfers from the classroom to the realm of practice. To situate learning means to place thought and action in a specific place and time. To situate means to involve other learners, the environment, and the activities to create meaning. To situate means to locate in a particular setting the thinking and doing processes used by experts to accomplish knowledge and skill tasks (Lave and Wenger 1991). In the adult classroom, to situate learning means to create the conditions in which participants will experience the complexity and ambiguity of learning in the real world. Participants will ...
Through the live lesson, because it was not a face-to-face lesson, I needed to make sure that the students were engaging in the lesson. I was told students at the end of the lesson need to have read George Orwell’s essay “Shooting an Elephant” and complete a graphic organizer that will help students complete a quiz and prepare students for the next lesson.
There is a lot of talk about ubiquitous learning in educational side, definition and implementation from this management. The first thing that we should know what is “Ubiquitous” and “learning”. Word of ubiquitous is anywhere and anytime whereas learning means act or process of acquiring knowledge. So if we make two connections from these words, we will find that Ubiquitous learning is often simply defined as process to get skills anytime and therefore closely associated with mobile technologies. It is same if we called mobile learning because it can be accessed in a variety of contexts and situations. The ubiquitous learning also means a form of study encouraging persistent education
Making learning fun and engaging for students is an important part of being an educator. Giving students worksheets is not engaging. To help engage students, Beirne and Velsor suggest constructivism. This strategy allows students to actively take part in learning. It teaches students to learn whole concepts and not isolated facts. Constructivism builds on top of prior knowledge and experiences. Students construct their own meaning of what they are learning. (Beirne-Velsor, 2012, pg. 16-18). Hands-on activities are a fantastic
There are four different learning modes. The first is Concrete Experience (learning from experience). The second is Reflective Observation (thinking before doing). The third is Abstract Conceptualization (analyzing information and forming a plan based on that information). The fourth is Active Experimentation (learning by doing).
The style provides the ability for the learner to first see what they are expected to learn. This step engages a visual learner and opens their minds to the learning experience. In addition to using visual aids, educators should use colors, check lists, and provide an environment conducive for drawing out ideas in order to connect concepts visually. Finally, educators should avoid answering questions directly. Instead, questions should be answered through a collaboration and subsequent joint discovery (Fatt,
According to Gerald Audesirk, Teresa Audesirk and Bruce E. Byers in the book Biology: Life on Earth with Physiology (11th Edition), the characteristics of living things are organization, metabolism, responsive, reproduction, movements, growth, development and adapting”. In the other hand, the characteristics of a non-living things is unable to reproduce, move and grow (Audesirk, Audesirk, Byers,). Throughout the world there is many things that are consider living things and non-living things. For instance, birds flying in the sky and parents playing with their children are consider as living and sand and wood are considered a nonliving
In 2nd activity a worksheet pasted on chart will be displayed on the board on which different statements will be mentioned. Random roll numbers will be called and students will have to complete those statements by choosing appropriate answers.
...y setting students will learn to utilize the technology available to them to learn and grow, not just socialize. Often, students are completely unaware of the capabilities that their phones have. By incorporating technology into lessons and labs, and allowing the students to use the technology available to them, they will learn to respect what it can do, as well as learning when it’s appropriate to use it for fun or for education.
I will try to prepare my lesson 100% to enhance learning. I will try to research my topic and try to integrate different resources and activities to make my lesson engaging and interesting to my students. I am able to use a variety of methods to teach a lesson to the students. This helps the students to get engaged visually, physically and verbally. I did not know, but I really like to use different resources and art materials to create something that will enhance my lesson and able to engage my students throughout the lesson. By creating and using a variety of methods and activities during the center time, I can meet the student’s needs to help them to learn.