Rd Reflection

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Rad Lesson Review and Course Reflection Part A Constructing a RAD lesson is an intricate process that takes time and deep thought. One has to consider how to tackle the intended goals while catering to the needs of how the brain works and students differences in learning. My plan was to conduct the lesson with my tenth grade biology students. However, the course schedule did not coincide with the biology pacing. It did match closely to the schedule put in place for my Marine Ecology class; therefore, I used my RAD lesson there. The elective science class is a mixture of juniors and seniors. The content attainment model did not work as well as I desired. There was a good amount of confusion on the part of the students. It may have been due to my lack of experience using the model. I began by telling the students as part of the new lesson, I was going to try a new tactic to learning. I would show the students pictures, placing them in yes and no categories until they were able to determine what the day’s lesson was about. Unfortunately, I ran out of pictures and the student did not attain the concept for the lesson. It resulted in me telling…show more content…
My perspective on learning has always been geared more towards the constructivist view- providing a classroom where students are searching for meaning and engaged in the inquiry process responsibly (Beers, 2006). I never felt the classroom should be a consistently quiet place, where students listen to the teacher talk and work independently. I appreciate a learner-centered environment. Here, students are collaborating with peers, the instructor is a facilitator and information resource (nclrc, n.d.). I like my students to ‘inquiry’, use each other’s knowledge and seek me as a last resource. I tend to model the expected outcome and then allow students to work together to find accomplish the daily
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