1. At the beginning of the class the teacher went over what the students were going to do that day, which was a science project that would help teach the kids about the scientific method. The lesson was called “rocket ballon”, so yea the kids were very excited to hear that they were going to do a fun experiment.
2. The students did not get to go straight to the experiment part of the lesson, first they had to work on project packets in small groups and come up with a question then a hypothesis. During this phase she kept reminding them of the awesome experiment they would get to do as long as the all helped out and did there parts.
3. I think they main goal of the lesson was to use the scientific method in order to teach the students how
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Mrs. Mayhew was always encouring the students for their thoughts and when they gave an answer that was correct she would tell them “great” or “good job”, when the student needed to think a little harder she would suggest, using body language, to keep trying. She always had a up beat attitude and a smile on her face.
8. Yes, the whole lesson was done with four groups composed of five students each. The teacher would go page by page through the packet, she would pose the questions and then the students were allowed to interact within their groups to come up with a unified answer. The purpose of this I think was to teach the students good teamworking skills.
9. Yes, the questions posed by Mrs. Mayhew were the driving force behind the project, they kept things moving and at times served to keep the students on topic. Some of the pivitol question were “what do you think will happen if we have more in the balloon” and “What could we change about the balloon, that might alter the experiment”.
10. Some of the materials Mrs. Mayhew use were the project packet she had filled out, she would show it to the students as an exampl of how the should be filling theirs out. Also she use the smartboard to write down different students ideas. While she was working on her packet, she would use a projector to enlarge her packet so all the students could see what she was
Both were told that they would be involved in a study that tests the effects of punishment on learning. The learner was strapped into a chair that resembled a miniature electric chair, and was told he would have to learn a small list of word pairs. For each incorrect answer, he would be given electric shocks of increasing intensity ranging from 15 to 450 volts. The experimenter informed the teacher that his job was to administer the shocks. The experimenter's job was to oversee that the experiment was completed.
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
We were to go over the answers from the previous night as it was homework but many of them had not completed it. We began on page 5, part 3 “Guided Instruction”. We read the passage and I had them underline the central idea and supporting details. We answered the corresponding question. Some students picked A, D, or C. I asked them to explain how they came about getting their answer, they responded. We did process of elimination and determined that C was the correct answer. I also had the students complete the writing portion of part 3, “Show your thinking” and time was given for them to answer the question independently. The students read their answers aloud and their explained their reasoning behind what they chose. We chose to skip Part 4, and move onto Part
Mrs. Schuette was the teacher who made me want to become a teacher. She showed me how much of a difference I could make in my students’ lives. She also helped me find opportunities to start my teaching career by helping with the kids in the special education program in my high school. This gave me the opportunity to be caring, warm, and become interested in the total well-being of the students I worked
Giving this opportunity, I can say when it comes to being a scientist my small teacher focuses more on the bigger picture than the actual findings of assignments. For example, during the Owl Pellet observation he focused more on the overall owl pellet like how it looked, smelled, etc. but instead of wanting to analyze what was inside of it. Realizing how much his focus normally is on the bigger pictures shows how much teachers should stress how important other things such as predictions, hypothesis, etc. are when it comes to analyzing science experiments.
She constantly had cool idea that someday I am probably going to end up using. For example, when she realized her students were struggling with math problems, she made up a cha cha dance of all the steps, had them start learning it with their feet and then had them pretend their pencils were their feet. They could all remember the steps after something as simple as a cha cha dance! Although creativity in a classroom does take a good chunk of time, once they see and understand, it will stick! Her creativity and ability to draw in students, I believe, is what made her the effective teacher that she was. Her students, at home, were getting nothing. Most came from drugs and gang violence, and had poor role models probably for their whole
The Houston Rocket are one of the American Professional basketball team that join in the National Basketball Association (NBA) and have won two championship in the NBA competition and four Western Conference titles. Rockets were founded by Robert Breitbard in 1967 in San Diego, California before moving to Houston in 1971. The franchise choose the name as “Rockets” because they homaging San Diego’s theme of a “city in motion” and the local arm of General Dynamics developing the Atlas missile and booster rocket program. Rocket did not have a high performance in any competition and the playoff in either season because of this low performance and attendance, Breitbard decided to sell them to Texas Sports Investments in 1971 which was led by Wayne Duddleston and banker Billy Goldberg.
The inquiry science lesson that was chosen was Candy Heart Science Observations. Students were asked to determine if candy hearts will sink or float. Students were also asked to
1. Decide which students will work together in groups of four. Students will remain in the same groups for the entire lesson.
They were given a article and had to underline what they felt what was important or significant. Then as a class, we went through paragraph by paragraph and discussed what we underlined. The students told Mrs. Sottoriva why they felt it was important or what it meant. I followed along with the students and I was impressed with the responses they gave. Mrs. Sottoriva also told the students what she underlined, this way they could underline it if they did not already. I really enjoyed this activity because it helped with the student’s comprehension. The students had to think about what is important and what it meant if they did not understand it.
a. Was Sean wrong in thinking the science activity was not appropriate for 5-7 year old children?
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
...o listen carefully to ensure that kids are discussing scientific ideas, not socializing. The teacher's role is to ensure that students achieve their primary goal: meaningful understanding of scientific concepts. The practices described in this article help bring this about in several ways. When instruction centers on students and focuses on hands-on experience with scientific phenomena, science class becomes an exciting place. When instruction concentrates on the investigation of current problems and issues through scientific inquiry, science class becomes a relevant and meaningful place. When instruction emphasizes the development of communication skills, science class becomes an invaluable place for preparing children to tackle the challenges of adulthood. And the education community owes it to its students to assess their academic progress fairly and accurately.
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...