This was the first lesson that I taught in Practicum 1, and overall the lesson went very well. During the lesson I used different strategies to adjust the lesson to fit the needs of the students. The tiered lesson strategy was used through out whole group because of the different materials I handed each group of students. Prior to the lesson I prepped the group activities according to the students’ interests, readiness, or learning profiles that out mentor teacher sent to us. The next time I use the tiered lessons strategy I am going to make sure my lesson addresses a particular standard and I have more than 3 pathways available for students to arrive at an understanding. Flexible grouping was a strategy that I used through out my lesson’s procedures but I did end up changing some of the grouping on the spot due to absent …show more content…
Another strategy I used was UDL by providing multiple means of representation, action and expression, and engagement. I planned my lesson to have different actives to meet the different needs of my students, but since this was my first lesson the activities helped me determined how my students learned as individuals. The next time I plan a lesson using ULD I am going to make sure my methods of comprehension are presented in different ways to allow my students to grasp the information, that my means of expression allow my students themselves in a way that they feel most confortable doing, and my means of engagement motivate my students to learn. I did not use a few of the strategies because I had not learned about the strategies and did not know what my students could handle, but next Practicum I plan on using choice boards and cubing. Planning for the next Practicum I will use the anecdotal notes I took during the two weeks of Practicum 1 to create lessons and activities that are differentiated and benefit every
UDL is a research-based framework that teachers can use to help students, including students with disabilities demonstrate their knowledge in a variety of ways. By using flexible materials, techniques and strategies to reduce barriers in instruction and provide supports that will help students succeed academically. The way information is presented using UDL is flexible that it open up ways and opportunity for students to engage, respond or demonstrate their knowledge and skills, in the ways that is unique to the students.
For this lesson I still need to learn how to analyze instructional goals and differentiated instructional strategies. When I transfer to a university to further my education; in my educational classes I will learn about this. In addition to student teaching, I will be learning how to handle future situations with the appropriate grade level. Lastly, I will ask for advice from art teachers and teachers in general to find out more information on differentiated instructional strategies.
Every video I watched displayed tools that I could use in my own classroom. The instructional strategies and models used in the classrooms were great. My current teaching philosophy about instructional strategies and models would be that they are great to use. As a teacher, looking for ways to help teach certain lessons is a must. Every teacher found different ways to teach the materials to their students. It is always great to have resources in the classroom to look back on. Students love to have resources to guide them. In the video (Case #1112), I would emulate their strategy by letting my students use a textbook. I feel that textbooks are reliable sources and can be used to validate certain materials. In the video, you can tell that the students were using the textbook as a tool to prove their discussion with each other. In the video (Case #876), I would avoid assessing my students in whole-group discussion. I would have my student in groups to see how they communicate with each t=other about our discussion. Seeing my students evaluating each other’s opinions would be a great way into assessing their knowledge about the lesson. A classroom environment I would like to teach in would be with students who are ready to ask questions. Students who are not afraid to express their thoughts about the instruction. It would be easier for me to assess my students if that were
... Another one of the strategies that I have seen quite often is the disrupting student read-aloud. This has happened to me while teaching many times. I honestly most times thought that these children were causing a ruckus and interrupting because they had behavior issues. Now after reading this section I am much more aware that the instances I have encountered could have been just the child not understanding.
Rose, D. H., & Meyer, A. (2002). Chapter 6: Using UDL to Support Every Student's Learning. In Teaching every student in the Digital Age: Universal design for learning. Retrieved from http://www.ascd.org/publications/books/101042/chapters/Using-UDL-to-Support-Every-Student's-Learning.aspx
In order to be an effective teacher there needs to be an understanding that we all learn differently, this means that no single teaching strategy is effective for all students/learners all the time. This makes teaching a complex process because you need to understand and meet the requirements of all of your learners. Students learn best when they aren’t asked to simply memorise information but when they form their own understandings of what is being taught. When a student has successfully learnt a new idea they are able to then intergrate this information with their previously learnt information and make sense of it. To be an effective teacher you need to work jointly with students to asses where they are at, be able to give feedback on how the student is going and ensure that they are understanding the lesson (Killen, 2013) According to Lovat and Smith (2003) students learning must result in a change in a student’s understanding of the information being taught. In order to show understanding they must be able to share this information with others and want to learn more (Killen, 2013). In order to have a deeper understanding of what is being taught they need to be aware of the relationship that exists between what they knew previously and the new information that is being learned (Killen, 2013).. Students need to be given goals that they can achieve in order to feel a sense of mastery over their own learning, this gives students motivation that they are able to complete tasks and to keep going.
The case study I will be examining is Case 3 which is a lesson plan named “Molly and her Pilgrim”. This lesson plan is designed for 4th -6th grade Social studies or Language arts and will take about two to three class periods to complete. The instructional approach that is described in this case study is a mostly cooperative learning. The teacher here is mostly playing the facilitator and providing students with some sort of direction by reading the book and reading the questions to students at certain times during the lesson. Cooperative learning is a very is known as best practice and is a very effective strategy that will help student learning. In this lesson students will work on numerous different activities. One of the
As outlined by David, Meyer, & Hitchcock (2005), differentiated instruction is a process of finding out about each learner and differentiating accordingly. As an educator you must continually develop an awareness of your students by observing their interactions, interests and learning performance in order to provide an inclusive environment. Once a sound knowledge of students is attained the Universal Design for Learning is an excellent way to ensure each and every student is provided equal opportunities to learn and enjoy their education. Through using the three principles of representation, action and expression and engagement in conjunction with critical reflection, educators can reduce barriers within their classroom and provide an inclusive environment that challenges engages and celebrates each and every student.
Therefore the teacher proactively plans a variety of ways to ‘get at’ and express learning” (Tomlinson, 2001, p. 3). Planning for a variety of teaching strategies does not mean giving more work to the smart children. Instead the teacher must assess who understands the material, who is struggling, who needs to be challenged and decide what or how to teach the students from there (Tomlinson, 2001). Differentiation should occur naturally and involve individual, class and group work to allow for the differences in all students and all subjects of study (Tomlinson, 2001). Probably the most important aspect of differentiation is the idea of challenging all learners at their level instead of giving extra work to those students whom learn the concepts quickly.
...nd understand the needs earlier. Sometimes I don’t make enough time to do this. I feel that if I took the time, researched the group and found out that if people did have learning needs within the group I could be more prepared. I do adapt things in the group but I feel that this could be improved throughout training and understanding the needs of these students and what works best for them. As mentioned above the training could help me to understand this more as I have never had to teach students in this way.
All my units were taught using scaffolding strategies. Lessons started with learning the basic information and working through analysis and application. An example of this can be explained through a quick synopsis of my gas law unit. This unit began with a review of kinetic molecular theory. Particle behavior of gases was modeled using a ball on a stick. Each student received this particle model and the room turned into a scaled up model of a gas at the particle level. The students would mimic the behavior a gas particle when different variable were changed. This allowed them to explore what happens at the particle level when temperature, pressure or volume changes occur. This knowledge was then reinforced (overlearned) through a series of inquiry techniques using video simulation, labs and whiteboarding activities. Moving on to higher order thinking, the students analyzed and translated these relationships to the mathematical relationships. I then organized all equations using graphic organizers. A graphic organizer was also used to show the students which mathematical equation to choose for a given problem. Worksheets were given to practice the math skills, and students were allowed
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
As a new student to Brandon Elementary, this student is learning English as a second language. He is currently being included with typically developing children, so this student has encountered difficult language barriers. A strength that I have observed is that he is hardworking. He is always practicing his English and completes his assignments. In addition, he is not discouraged from completing extra tasks to advance his language development. A weakness I have observed is that he tends to question his abilities. When completing tasks, it is easy for him lose confidence. As a result, he tends to be shy from expressing his ideas and sharing his knowledge.. As an English learner, this student has not learned his alphabet and that is preventing him from doing more advanced work in reading and writing that is assigned. Similarly, during class, he is very quiet and seldom initiates any type of interaction with his peers. However, I believe that his lack of socialization is a result of his language barrier.
In a classroom, a teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies. Reece and Walker (2002) describe a teaching strategy as a combination of student activities supported by the use of appropriate resources to provide particular learning resources. It is that procedure by which new knowledge is fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. A method of teaching on the other hand is directly related to the presentation of the lesson. The choice of the teaching method depe...
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity