My daily lessons tend to follow the teaching model, using a lecture-based lesson, guided practice, and then individual practice. The mini-lesson is a lecture with guided practice, and individual work. Each unit will incorporate several different learning strategies including creative strategies where students will process their learning through visual means.
Instructional Strategies that are using are direct instruction, lecture, collaboration, exit Slips, K-W-L report, need analysis, reflection, graphic organizer, response cards. My direct instruction includes learning goal/s for the day, modeling a process in Microsoft, checking for understanding and providing feedback. My lectures focus students on the critical information in the book.
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Some of my exit slips are in google classroom, some are on paper, some are index cards, and one is on post-it notes. My paper and google classroom exit slips are the same, I just chose which one I want to do if I do it that way. Examples of my google classroom and paper exit slips are 2 questions (The most important thing I learned today... and I didn't understand...), Ticket Out the Door (The most important thing I learned today... and One question I have about what I learned today...), Passport Out (List 3 main ideas from today's lesson... and write one questions you have about the topic we learned about today...) 3 questions (Write it! Write 2 statements about what you're learning and one opinion statement, list it, List as many key terms and phrases related to our current unit as you can, and Question it! Write 2 thoughtful questions related to what we're currently learning), Rate your understanding of this topic from 1-5 and Explain your rating, rate today's lesson (I understood this lesson (very well, Okay, I don't it), One thing I enjoyed about today's lesson was..., One thing I didn't enjoy about today's lesson was..., One thing I would like the teacher to explain again is...). My index cards exit slips is the students get an index card and they were their name and class period on it. If they understood everything it goes in the yellow folder, if they almost understood everything they tell what is the one or two things they did not get and put it in the red folder, if they kind of understood everything they tell where they are having major trouble and if they don't understand anything at all they place the card with their name and class period in the green folder. The folder is on the bulletin board in my class with the name Trojan Corner. My post-it notes exit slips is the student write one thing they need help with and their class period and they place it on the white board. I go over
4. METHOD/MEDIA: This period of instruction will be taught by the lecture method with the aid of PowerPoint Presentation and handouts
Dweck also promotes that a lesson can be something that can something creative that its only purpose is to develop a growth mindset in students. These creative methods can be something so simple as playing a video and followed by class discussion to group discussion about their own thoughts/meanings or a simple game of “Memory” in order to engage students to learn in a fun
Mini-lessons should be given 2 – 3 times a week and fall into three categories: procedures, strategies writers use, and qualities of good writing (Peba 68). Ms. Calkins called these lessons mini-lessons because they are brief and focused. Her belief is that most of the writing workshop time should be focused on the children writing. (Rog 2). Regie Routman has suggested to calling mini-lessons “Focus Lessons” because they focus the class on a single issue (Peha 4).
... 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.
Schiffma, S.S. (1991). Instructional systems design: Five view of the field. In G.J. Anglin (Ed.),
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
(c) Learners’ cognitive strategies employed in learning, memorization and comprehension. Different cognitive strategies such as practicing, illustrating
Every teacher has a different method of teaching. The teachers that I have had in my school career have been no exception. In this way, each teacher has set an example for me, as a future teacher, to follow or not to follow as I see fit. With the examples from my teachers and in continuing my education, I am developing my own method of teaching. I plan to use a combination of teaching methods in my own classroom. My method will be an eclectic approach because I will be using components of more than one philosophy. I will be using essentialism, behaviorism, progressivism, and existentialism.
Learning Theories and Instructional Strategies The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period.
The one belief I had about teaching that has changed since I began this unit, is that all teachers, more or less, taught in the same way. Perhaps this is a belief that I had formed from my own time at school, where all my teachers taught in the same way; some were more or less effective, but I wasn’t aware of them using theories or methods as such, more that they were or weren’t kind people. This belief has changed and it has really opened my ideas to the many creative models, and instructional methods a teacher can use.
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
Lesson study refers to a Japanese program of developing teachers’ profession during their teaching experience. It is a translation from Japanese word Jugyokenkyo which literally means study or research (Fernandez & Yshida, 2012). Fernandez and Yushida (2012) define it as “lessons that are object of ones’ study”. It means that through lesson study, the teachers explore their teaching-based research goals through the several steps which they have defined them earlier. These steps include: collaborative planning, observation, discussion, revising, re-teaching, and sharing reflection. Also, Dudley (2014) defines lesson study as a procedure in which teams of teachers do planning, teaching, observing, and analyzing learning and teaching collaboratively.
In language arts an important strategy to use is explicit instruction. Explicit instruction refers to specific tasks that are teacher led and demonstrated, and is used to teach basic and higher order thinking based on the level of the students. Explicit instruction is specifically ...
I will try to prepare my lesson 100% to enhance learning. I will try to research my topic and try to integrate different resources and activities to make my lesson engaging and interesting to my students. I am able to use a variety of methods to teach a lesson to the students. This helps the students to get engaged visually, physically and verbally. I did not know, but I really like to use different resources and art materials to create something that will enhance my lesson and able to engage my students throughout the lesson. By creating and using a variety of methods and activities during the center time, I can meet the student’s needs to help them to learn.
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