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Developing critical thinking ability
Developing critical thinking
Developing critical thinking
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My featured video is in the PGE area of Literacy. The broad context of the lesson takes place during an opinion-writing unit based on the Lucy Calkins, Units of Study for Writing Workshop, for beginning writers. Earlier in the year my students were instructed on narrative and then informative writing based on the Lucy Calkins curriculum. Additionally, it is also synchronized within the yearlong arts integrated scope and sequence instruction implemented in my first grade class. The goal for this lesson was for my students to form their opinions and write about a topic in which they have expert knowledge. Therefore, the topic of personal collections fits easily into this category. To assist them with this concept, I brought in my collection of shells and modeled throughout …show more content…
After I modeled my collection, they were excited about bringing in something they have collected or would like to begin collecting. Having their own collection gave them additional ownership of their opinions and writing resulting in student empowerment and increased engagement during this lesson sequence. Listening to their explanations during informal and formal writing conferences and prompting them to give more details assisted my students with improved verbal communication and greater transference to print. Following the featured lesson, my students used the photograph of their collection taken with class iPads, as a graphic to present their opinion writing. Students asked questions to their peers that were not in their group and gave specific positive feedback to the presenting students. As an extension to this lesson sequence, my students learned about Georgia O’Keefe and selected a painting from her flower collections, to coincide with our plant unit, and wrote their opinion of the painting giving three reasons for their opinion. After already writing opinion pieces about their collections, students struggled less giving detailed explanations for their opinions of the
The lesson will teach students about the life and poems of Countee Cullen. The purpose of the lesson was to inform the students the about importance of Countee Cullen’s appearance during the Harlem Renaissance Era. It will give the students an opportunity to learn what countee Cullen meant to the harlem renaissance. The lesson will not only give the students an idea about the poet and his poems, but it will also them a clear picture of how it was to live during the Harlem Renaissance era. I started the project by looking up information about Countee Cullen. The information was captured and studied, so that I would have an idea of what I would teach the class. Then, I placed my information on a powerpoint to create a visual for the class.
In the fourth quarter of eighth grade in Art and Computer Science I worked on a project on Frida Khalo. Although the topic selection was random I was excited to do my project on Frida Khalo because I have visited Guanajuato, Mexico where she is very popular. The computer science part of this project was an Adobe Spark Video where I informed viewers about Frida Khalo and her work. I really enjoyed being able to research such an interesting topic. Through this research I really came to appreciate Frida’s work. This is the eighth grade theme and Frida’s work really made me embrace it. The Art part of this project was a recreation of one of Frida’s works. I selected “Me and My Parrots” (pictured below) which is a self portrait of Frida and her
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
I have listened to my students reading wishes and collected titles my students would like to read from the first days of my career as a t...
Through the semester of Winter 2016, I was assigned many essays, reflections, projects and journals. These are artifacts that demonstrate my growth in my course learning outcomes. The
Whenever an opportunity arises where a researched-based strategy is presented as a viable option to use to assist students in their learning, we, as future educators, should be willing to use and/or adapt the method to improve our instruction and move our students forward. This article showed me the power of associative critical thinking using visual images. When students are able to draw symbols, sketch main ideas and include captions from an expository text they are reading into the outline of the human head, they are better able to recall the main ideas and include them in their own writing using their own words. Children in elementary school for the most part, enjoy drawing and so this strategy is appealing, and as Paquette & Fello (2010) point out, it is also developmentally appropriate for elementary-aged
Reflection is a crucial part to the learning process and is necessary for effective learning and teaching. As a student one must use the reflective practice to better understand the way one learns, as well as what was good and bad about previous work, in order to improve the quality of future work. The reflective practice from an educator’s perspective requires one to examine what was working and not working with lessons and the class. In both circumstances, reflection is a form of self-awareness. Learners that use the reflective practice are better able to understand themselves and the learning process. Being able to reflect can enrich ones learning and deeper ones achievements. Rogers observes, “Reflection on experience to action forms a large part of the learning process” (1996, p.109).
Life progresses in front of our own eyes, sometimes without us noticing. The days go by, the nights grow dark and then it is morning. In the course of each passing day, countless opportunities arise, some of which we take on while others we ignore. Teaching and learning are two of these chances, two I feel upon which we should never pass. In order to ensure I am teaching and learning at nearly every prospect, I have always lived my life as if it is a coloring book. When I was a child, I scribbled on every page, leaving messy streaks of crayon and never staying in the lines. Time went by with elementary school, and I learned the importance of following rules and staying in the lines. As I grew older and entered high school, I decided it was time to strengthen the boundaries, solidifying each picture with clarity and neatness. But here I am, in college and at the completion of my Junior Professional Experience—junior student teaching. How can my coloring book already be complete? It is not. Now it is time for me to go beyond the restraints, to color the world outside of each picture. By teaching and learning at every possibility, I will enrich not only my coloring book, but the pages of others as well.
The arrangement of the classroom has a significant impact on students’ attitudes toward classroom behavior and learning. Students need the environment that is organized, neat and comfortable in order to learn and behave appropriately.
Each year, as a new group of students enter my classroom, I will encourage them to be expressive of their imaginations in their favorite subjects, whether it will be art, literature, math or music. We all have rules and regulations to follow, and each student will know that there is no exception in the school or the classroom. Another goal in my classroom will be to keep the students excited about learning, not to treat school as a game or a social event, but to encourage a unique and fun atmosphere to learn.
‘No one can consider themselves a professional unless they are prepared to engage in reflective activities’.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
This was the first lesson I have taught at CMS and I think it went reasonably well for a first attempt and considering my nervousness. There are, of course, things I would do differently or things that I would have implemented if I had the luxury of a follow up lesson the next day. I felt relieved to have taught this first lesson and now know what to expect for my second lesson with regard to how willing the students are to respond and participate in the lesson and how to pace myself.
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.