[The learning targets, as presented to the students, are as follows, in lesson one, day one, the learning target is, “Students will be able to evaluate lab procedures in order to plan and carry out an investigation, and make predictions on how a changing environment may lead to increases and decreases of specific traits in a population over time”. In lesson two, day two the learning target is, “Students will be able to analyze and interpret data and identify patterns based off their collected data in order to develop a logical argument on how specific traits increase/decrease in a population over time in regards to a changing environment”. In lesson three, day three the learning target is, “Students will be able to use mathematics and computational …show more content…
The learning target will be written on the designated spot on the whiteboard every day. The learning target will also be written on a worksheet designed for the students and will be addressed along with the entry task within the first 5 minutes of class. The students will always have an opportunity to ask questions and clarify the meaning of the learning target as well as provide feedback to the teacher on their understanding of the learning target. Students will express their understanding of the learning targets via visually, by thumbs up (I understand), thumbs down (I’m completely lost), thumbs to the side (I need additional support to understand the target). This method will be used throughout the learning segment and at the beginning of the class in order to gauge students understanding. This technique will allow me to see in real time how students feel about their understanding of the learning target and allow for an added opportunity for students to express their understanding of the learning target that is not in written …show more content…
If the students display mostly 3s or below, the teacher will ask questions to understand their confusion and attempt to clarify the learning target. If the students display mostly 4s or 5s, the teacher will move on to the next segment, and ask that the students who were not 4s or 5s talk with their table mates about what the learning target means. Students will also “Think, Pair, Share” their understanding and the importance of the learning target with their table partners. “Think, Pair, Share” is when students think about the question posed and what their answer might be, then they pair up with another student to discuss what each thought about. Then the student pairs are called on randomly to share with the class what the pair discussed. Think, Pair, Share is a cooperative learning strategy which is designed to influence student interaction by allowing students to share their ideas (Mulyani, 2016). Students will express their progress toward the learning target via exit tickets at the end of every
According to social cognitive theory, people and their environments mutually influence each other (Ormrod, 2011). People learn from the environment they are in, people they interact with, and behaviors they watch. People can learn by observing others and as they become older they can set their goals based on the accomplishments and the results of that learning. The video of the 4th grade, Canoga Park is about learning by observing, listening, and discussing a subject among the class-mates (4th Grade, Canoga Park, n.d.). In the video teacher is trying to teach the students about the importance of printing press. The teacher asked the students to divide in the groups of two called “pair and share” to discuss the views between two students first and then he asks the students to answer in a bigger group setting to assess whether the students learned the subject or not. The purpose of...
Both lesson plan days include think-pair-share strategies, which permits students to engage with a partner using age-appropriate literacy skills and eventually with the whole class. The students are also given multiple times throughout the lesson to engage as well. By using KWL charts students are also able to share their own experiences with the class and this permits the students to contribute their own individual insights.
The objective will written on the board, for students to have a better understanding about what they will learn from the lesson.
One tool Ms. Ladsten created is high-low-high, where students are writing information down and turning it in to the teacher. The first question is about the content they are learning. The low is what the student is still struggling with or what they need more work on. The last high is something that is going well in their life. Using high-low-high checks students’ knowledge about the main objective that is being covered.
Once each partner had completed their stories, they would draw a picture on their whiteboard of three important details from the other person’s story labeling them one, two, and three. In the article Best Practice for ELLs: Peer-Assisted Learning, it stated that having English Language Learners work with their peers helps develop vocabulary, syntax, and comprehension strategies. Once all students have completed this part of the activity, each student would share their partner’s story recalling details from their whiteboard. Allowing English Language Learners to demonstrate their comprehension through visualization, artwork, and retelling helps the student make connections to the content. Once each student has shared the details, the class would then have to decide what the main idea of the story is. The class would discuss the correct and incorrect answers and their reasoning behind choosing the main
A relevant example is the ‘Nasa’s Moon Survival Test’; it has shown during the class that when people work together, they share their ideas, experience and knowledge and they get a better score than when they do the test individually.
In this way, students can both test their understanding of a concept while answering questions, or receive the benefit
This allows me to monitor students to determine who is on the right track, who is struggling, or who is not on task. I immediately see students’ errors allowing me to adapt my instruction; for students who are not on task or who made a small mistake, I send a message to them through the calculator or address them individually in class. When the majority of the class is struggling, I stop the class and interject with additional directions or examples. This allows me to assess all of my students during class providing specific, actionable, and immediate feedback. Consequently, I have observed that my students are more active in class activities increasing student
Students move forward when they learn the goal is to become proficient in comprehending
Carlson, G. D. (2015). Idea Sharing: How to Maximize Participation in a Mixed-level English Class. PASAA, 49(January-June), 199-212. Retrieved from
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
Proponents claim that learners’ academic achievement can be significantly improved with the effectiveness of use of collaborative learning. The active exchange of ideas within small groups increases interest among learners and also promotes critical thinking and deeper levels of understanding of concepts (Benware & Deci, 1984). According to Johnson & Johnson (1986), there is convincing evidence that collaborative teams achieve high level of thoughts and retain information longer than learners who work as individuals. The shared learning gives learners an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, & Russ, 1991).
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
Addressing learning objectives at the beginning of the lesson, referencing learning targets that they have crafted/partially authored, putting into context what they want to learn, further elaborating how what they want to learn relates to the unit learning targets, and reusing the learning target language throughout the lessons helps students to understand how/why the learning targets apply to key concepts and learning activities throughout the lesson. While students will continue to master these learning targets throughout the lessons, they were able to apply their understanding to each learning target when they:
Moccozet, L., Opprecht, W., & Léonard, M. (2009). A Collaborative Training Platform for Peer-Based Co-Construction of Knowledge and Co-Tutoring. International Journal Of Emerging Technologies In Learning, (S3), 40-45. doi:10.3991/ijet.v4s3.1100