Each lesson plan presents its own unique issues. The lesson plan this week focused primarily on a lab. I wanted to make sure that the information in the lab was fully applicable to a lesson and a SOL. During my field placement, my cooperating teacher had me design a lesson plan about photosynthesis. I chose to use the powerpoint and lesson I taught and modify it for this assignment. This was much easier to say than do. This was a good experience though because it taught me even modifying a lesson plan can be time consuming and challenging. It was nice to be able to use PowerPoints I had already created, though.
When I taught the lesson on photosynthesis, it took much longer than I expected and I was not able to incorporate everything into every class. I tried to keep this in mind when adding in the lab and make sure
…show more content…
I want to show them pictures of chemistry labs in a high school setting that have blown up. I want to show them what can happen if someone gets something in their eyes and the permanent damage that can arise (“Lab Safety & Chemical Hygiene Program,” 2014). I would like to have them read articles like this one about two high school kids burned in class (Toreki, 2015) or look at pictures like chemistry lab explosion (Mongelli, Velez, & Italiano, 2014). If they know the potential dangers, hopefully, they will take the lab safety rules more seriously. I plan to have the lab rules posted in the lab for the students to refer back to. Also after reviewing all of this information I want the students to take a quiz on lab safety that requires 100% before they can proceed to any labs. If they have to take it multiple times that is fine because they will be thinking about the subject until they have it mastered. I also want to use fun videos like this lab safety rap periodically before labs (Burkett, 2016). This will just act a reminder and hopefully get some of the tunes stuck in their heads while performing the
Another thing that I observed and recorded with an a frequency count was Jamie doing several work sheets. One of theses worksheets was a math specifically counting and the other worked on identifying objects that started with the letter R. After the teacher gave instructions on both the papers Jamie started to work on her worksheets. With in the time it took her to finish these worksheets (less then 15 minute) Jamie ask on of the adults if she was doing the work correctly about seven times. One thing that I would modify in the future is the instructions that were given at the beginning. I would make sure that the students understood what they were support to be doing before they started the assignment. I would also be very specific with
Most educators do not make new lesson plans they change ones by adding instructional strategies. The more ways an educator teaches the better off the students are when it comes to learning. Not all students learn by listening to a lecture. There are visual learners, kinesthetic learners (hand-on), and auditory learners. If an educator can reach out using all of these styles most if not every student will learn what is being taught. Intelligence has been separated into different parts; “linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal behaviors” (Hardman, 2011). Knowing this as an educator a lesson plan should incorporate auditory, visual, and kinesthetic learners, thus covering all areas.
As student nurses, I have many goals that would like to achieve upon completion of 150 hours of my capstone course. My plan is to use this opportunity to demonstrate competency skills, and knowledge gained through previous quarters. I have listed seven learning goals that I wanted to achieve during the capstone experience. On my first day of capstone, I have gone over each one with my preceptor and requested from her to provide me with feedbacks, so I can use them as stepping tool to work upon. These goals ranged from critical thinking decision making, culture, growth & development, legal and ethical to clinical competence safety/holistic care, evidence-based practice, and professionalism lifelong learning.
Lesson clarity refers to how clear and precise a teacher’s presentation is to the class (Borich, 2010). The objectives were clearly outlined at the commencement of each class. Gagne stated that among one of the first thing a teacher should do, is to inform the learners of the objectives of the lesson, since it creates an optimal internal processing of information that goes on during the learning process (Hannum, 2015). During the one day observation, the instructor used adequate advance organizer in the form of demonstrating/illustrating how to round off numbers. Similarly, in my role as a teacher I demonstrated/illustrated addition and subtraction of directed number to explain the procedure to the students which added to the clarity of the lesson. The content of both lessons was appropriately sequenced from simple to complex. The skills that I have garnered from the first year of teachers’ college, regarding blooms taxonomy, stated that students must first recall and have a deep understanding of the concept before being asked to convert (apply) abstract content to concrete situations. During my role as the teacher, the students were made to recall and comprehend the procedure relating to adding and subtracting directed numbers and shown sufficient examples, before being asked to perform any calculation of the sort. A similar stance was embarked on during the one day observation. According to Vanderbeit University (2015)
This essay will explore the authors meaning of reflection, how various reflective styles can benefit the practitioners within their settings, and how important reflection is within Early Years Practice. According to Appleby (2010, p.10), reflection is a generic term which describes various behaviours involving feelings, and thinking about thoughts and experiences, in order to examine issues and develop, new understandings and insights. Reflection within practice allows the practitioner to develop a sense of awareness around their daily activities, and helps them to evaluate how they could evolve these activities further, if the given opportunity was to arise again. Similarly, keeping a reflective journal
This course and as in Honors Biology, we were taught in a more oneself teaching rather than a lecture. I like the idea of not having a lecture, but when the teacher took a day to do a quick overview of each chapter, I learned the material and understood the material the best. I wish that we had that in each unit because I truly do like biology and when I understand a new concept fully it made me feel 10 times more comfortable on the test and the
As we all are fully aware, each student is diverse and has special needs when it comes to learning. There are three types of learners: visual, auditory, and kinesthetic. Visual learners learn best when shown how to do an assignment. They prefer diagrams, pictures, and charts. Simply allowing your class to create flashcards and color coding notes can help these types of learners memorize the information. Our brain organizes information through a process. Creating flow charts will help the brain map out the information from the lesson given. Auditory learners learn best when a teacher presents information by talking to the student. When directions are read aloud, they tend to succeed. Allowing time for students to discuss the material in a group before moving on to the next is beneficial for these types of learners. Kinesthetic learners are learners who excel when engaged in the learning activity. By participating in labs, skits, and presentations, they acquire the information faster. Starting the class with a few warm up activities, next a lecture, then a classroom discussion, and wrapping up with a review will help all types of learning styles. Without the knowledge from psychologists about the different types of learners and their special needs, teachers would not know how to respond to their students who may struggle with the material given.
Over the past eight weeks this class has not only fulfilled my major requirements, but also made me understand more about the complexity of child development and how I can become a better person as a future parent and educator. Since I am an Education major, the four topics that would benefit me in the future are Erikson’s stages, Induction, Educational Self Fulfilling Philosophy, and Adolescence. I plan to be successful with my career and use what I have learned in Child Development to prepare future’s leaders of tomorrow.
When I began this exploration, these two words: pedagogy and andragogy, my first thought was here I go again with learning about pedagogy. What in the world is andragogy? To much my surprise, I learned the history behind pedagogy; instead of, the theories that are supposed to work in the classroom. I never heard of andragogy until I started my research; when I started reading about pedagogy and andragogy, a thought entered my brain. The old question, “which came first, the chicken or the egg?” “Which came first pedagogy or andragogy?” Does a student begin to learn from someone else, (pedagogy) or does child begin learning when they are self-directed (andragogy)
Sometimes these power points would be straight forward, other times they would be interesting. But it wasn’t just the power point that structured the lesson; it was the type of strategies my professor put into the power point to make it effective. For example, with one of the past power points my teacher included a Discovery Channel movie, and with it we had to write five things we learned about the movie and have time to talk about it in class. The second piece of advice I have for future SCIE 376 students is even though there are only a few online quizzes you should take them straight off the bat to like the very first piece of advice to get them straight off the bat.
While efficient at teaching concepts, simulated labs don’t provide introductory levels (Corter, 2011). Simulated labs don’t educate students on the beginning skills of preparation in the lab; it assumes that the student has been educated on the basics. As a result, students are unable to understand advanced techniques without the prior knowledge and assistance of the instructor, leaving them confused. Thus, a possible solution to resolve confusion in the student would be “blended learning” where students, “take at least part of a class online while supervised by an adult” (Godsey, 2015). The idea of blending learning can apply to both lab simulation and traditional labs, where a combination of both yields to greater learning success of the student. The combination of both traditional and simulated labs allows the individual to prepare and practice before the lab through lab simulations and be able to obtain hands – on experience through the actual lab itself. Ultimately, lab simulation would serve as an excellent supplementation to traditional labs by reinforcing concepts and ideas through realistic simulations, practice tasks, and problems. These lab simulations enhance traditional learning by being a pre – laboratory exercise and visualization tool. With the combination of both, students learn more because they are encouraged to understand concepts, require less time, and improve their ability to predict possible outcomes of the
Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside and outside of the classroom.
The syllabus is a commonly created and shared document in the education world (Parkes & Harris, 2010). For some high school, and most higher education courses, it is the first form of contact between an instructor and their students. The organization and content of the syllabus sets the tone of the course and stands as a resource throughout the semester or year. Continual analysis, reflection and refinement helps to maintain the syllabus as a dynamic educational resource for every student in that class (Slattery & Carlson, 2010). An effective syllabus provides, not only an introduction and overview into the course, but also outlines the academic standards and essential questions that are to be covered, shares the course schedule and
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
At the end of the day or beginning of the school day, I communicated what I did with Ms. P to plan out better activities or lesson plans to meet each individual’s needs.