5. Independent Student Practice: Students will do independent work at their individual desks.
20 minutes Active participation strategy 3: Hands on activity.
Students will practice their new skills independently by creating a mobile that will categorize pictures into living and nonliving things. The teacher will list the steps for creating the mobile on the whiteboard. She will then verbally go over the following step.
1) Sort the pictures into living and nonliving categories by using their definitions that they created.
2) Have students color and glue onto construction paper pre cut into squares or circles of different colors. (Use square shape for living and circle for nonliving).
3) Have the students assemble their mobile by tying string
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Culminating or Closing Procedure/Activity/Event: Students will take a computer generated assessment individually
15 minutes
Student-centered technology strategies2: computerized multiple choice assessment.
The teacher will review with the whole class that living things must be able to move, grow, and reproduce and nonliving things cannot. She will then ask if any students still have questions and answer any questions they may have. The students will take a computerized multiplication test to assess their mastery (McCarty, Living nonliving assessment, 2015).
Pedagogical Strategy (or Strategies):
1. Direct instruction- During presentation of new information the teacher will utilize direct instruction.
2. Interactive instruction- During guided learning the teacher and students will develop a definition of living and nonliving things using. Also during independent practice students will participate by creating a mobile.
Differentiated Accommodations:
English Language Learners
Ell students if needed will have the opportunity to sketch their responses on the graphic organizer.
Instructions for each task will be made available in the student’s native languages.
ADHD
Extra break time will be given to ADHD students if
The assessment that I have chosen for my lesson is a “card sort”. I will have eight graphs copied on card stock ready for the students to cut out. They will analyze each graph, match it to a scenario, and tape it next to the scenario it matches. For each graph, the students will label the x- and y-axes with the appropriate quantity and unit of measure. Then, they will write the title of the problem situation on each graph.
bike, a computer, and a lamp are not. People call a thing living if it is capable of
Students with the teacher will determine what object the rectangle represents, what object the circle represents, etc based on the
As an instructional strategy, situated cognition has been seen as a means for relating subject matter to the needs and concerns of learners (Shor 1987). Learning is essentially a matter of creating meaning from the real activities of daily living. By embedding subject matter in the ongoing experiences of the learners and by creating opportunities for learners to live subject matter in the context of real-world challenges, knowledge is acquired and learning transfers from the classroom to the realm of practice. To situate learning means to place thought and action in a specific place and time. To situate means to involve other learners, the environment, and the activities to create meaning. To situate means to locate in a particular setting the thinking and doing processes used by experts to accomplish knowledge and skill tasks (Lave and Wenger 1991). In the adult classroom, to situate learning means to create the conditions in which participants will experience the complexity and ambiguity of learning in the real world. Participants will ...
The style provides the ability for the learner to first see what they are expected to learn. This step engages a visual learner and opens their minds to the learning experience. In addition to using visual aids, educators should use colors, check lists, and provide an environment conducive for drawing out ideas in order to connect concepts visually. Finally, educators should avoid answering questions directly. Instead, questions should be answered through a collaboration and subsequent joint discovery (Fatt,
Through the live lesson, because it was not a face-to-face lesson, I needed to make sure that the students were engaging in the lesson. I was told students at the end of the lesson need to have read George Orwell’s essay “Shooting an Elephant” and complete a graphic organizer that will help students complete a quiz and prepare students for the next lesson.
According to Gerald Audesirk, Teresa Audesirk and Bruce E. Byers in the book Biology: Life on Earth with Physiology (11th Edition), the characteristics of living things are organization, metabolism, responsive, reproduction, movements, growth, development and adapting”. In the other hand, the characteristics of a non-living things is unable to reproduce, move and grow (Audesirk, Audesirk, Byers,). Throughout the world there is many things that are consider living things and non-living things. For instance, birds flying in the sky and parents playing with their children are consider as living and sand and wood are considered a nonliving
There are four different learning modes. The first is Concrete Experience (learning from experience). The second is Reflective Observation (thinking before doing). The third is Abstract Conceptualization (analyzing information and forming a plan based on that information). The fourth is Active Experimentation (learning by doing).
In 2nd activity a worksheet pasted on chart will be displayed on the board on which different statements will be mentioned. Random roll numbers will be called and students will have to complete those statements by choosing appropriate answers.
engage different learning styles, provide hands-on opportunities for use of specialist tools or equipment, reinforcing learning, supporting and motivating individual learning, fostering independent learning through extended learning.
Ubiquitous learning, according to the Ubiquitous Learning Institute home page, is also considered to be learning that is situated and immersive, and therefore could take place from the traditional classroom in a virtual environment whether the device is in hand or surrounding us, the idea of ubiquity comes from the ease of computing brought about by technological advances. In the editorial in The Journal of Educational Technology and Society, "One-to-one learning is based on the belief that people learn differently as a result of owning personal handheld computing devices (Chen et al., 2002). The attributes of these devices, including portability, connectivity and context understanding combined with sound pedagogical ideas can transform learning from being a merely productive knowledge acquisition process to an active social interaction activity." It can be explain that ubiquitous learning occurs not just in classroom but in the home, the work place, the playground, the library, museum, and in our daily interactions with others. It becomes part of doing means we do not learn in order to live more completely but rather learn as we live to completely and filled. Then no longer identified with reading a text or listening to lectures but quite employs all the senses like sight, hearing, touch, feel and
Acknowledging and facilitating individual needs with resources that enrich the learning process. This could be attained by taking the classroom and the learning outside, to another classroom either in person or via Skype, inviting community members into the classroom to share information and to participate with children in the activities and learning opportunities (Claiborne, Morrell, Bandy & Bruff, 2014).
I loved the idea to assign students to groups randomly or based on a variety of criteria (interests, birth month, colors they are wearing, etc.)
...y setting students will learn to utilize the technology available to them to learn and grow, not just socialize. Often, students are completely unaware of the capabilities that their phones have. By incorporating technology into lessons and labs, and allowing the students to use the technology available to them, they will learn to respect what it can do, as well as learning when it’s appropriate to use it for fun or for education.
In response to this need to move away from more traditional methods of education, which focused more on the product then the process of the learning, Aistear uses relevant and meaningful experiences, through which the practitioner guides the child. These experiences are accomplished by active learning through a hands-on approach. Activities encourage the child to participate, becoming active in their own learning. In Aistear’s intro... ... middle of paper ... ...