While reflecting on the Science Exploratory Center, I found that the activity was a great way for our TOSS class to get a glimpse of writing a lesson and implementing it. The center was fun to create and even more fun to watch the students explore, learn, and enjoy it. Sara and I loved to watch the students take their prior knowledge, apply it to the center, and explore what would happen when the ice cube sat on the warm cement for a few minutes. After watching each class participate in the center, I would say that the lesson was a success, and they walked away with more knowledge than originally. Some of the objectives within the lesson were for the students to discover the change of matter by experimentation. We also wanted the students to …show more content…
We wanted to check for understanding and to see if any specific students needed more help than we had originally accounted for. Some of the students in her class needed more help than we expected so when the students who understood were done we had them join the rest of the class with the teacher and we worked with the students left over. There were about four that had trouble staying on task and not simple playing with the ice cubes. For one of the students I simple had him stop writing and to just draw what he …show more content…
A good amount of students were able to use exact vocabulary when orally describing what happened to the ice cube. I was proud of us because we only went over time on the first group but with the last three we completed the activity within the 15 minutes we were allowed. We even were able to have some of the students tell their group their personal knowledge they had on matter. The students were very excited to be outside, they loved the trifold board, especially the Velcro picture sort, and the ice cube activity was very engaging for them. I took away a lot more from this experience than I originally thought I would. One of the biggest lessons I will take away is that classroom management is first and foremost when trying to teach anything. Sara’s class was more on the hectic side and I was worried that they would not learn as much because they were not listening very well. It taught me that without proper management it does not matter how good your lesson is, they will not learn. I also took away from this activity that it is very easy to overestimate what students are capable of. What my second grade class could do compared to what Sara’s class was able to do was shocking. The writing level I was expecting the students to be on was way too high and going forward I now know how important it is to be aware of what your
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
For this particular lesson I wanted to create a short activity. That focus on size and identify the differences in the dimensions. To be specific small, medium and large to be exact I will have them order objects on their own. Ill have a bag filled with different sized shapes I will then continue by asking the students about the sizes and what they notice the difforance
The students really enjoyed this activity because they were able to hear discussion about dialect and slang words that they currently use. Teaching this activity had to be the most rewarding because I saw the look of confusion change to understanding on the faces of so many students. One student said to me after class, "I always wondered why my grandmother speaks so different, and uses words that I never heard of. Tonight I will go home and ask her about it." That made me feel like I helped students think about an issue that they may have never thought of, and it was great! I must admit that I was a little skeptical of the way this lesson would turn out because the first day I had some difficulty. But after seeing my students engaged and excited about a lesson that I created, I knew that I would one day be one of the "great" teachers that I idolize.
After I finished my observation I learned lot things I hadn’t realized by how they interacted with each other. I've been around children before but never analyzed their behavior or explained it using psychology. I have a newfound appreciation and sympathy for elementary school teachers, the kids still have a lot of cognitive developments growth to do and it takes a benevolent person to do such a work. Overall I found the experience fascinating and enlightening.
I gave the kids activities, provided the children with crayons and blank papers to look at the list of food and draw a picture of the healthy foods choices. The class was provided a copy of my power point presentation and resources. I needed the class, adults as well as children, to have a copy of the presentation so they can follow along. Overall this was a great experience for me, even though I must admit that I was a little nervous because teaching in public is not really my area of expertise, but it was a great experience and this experience will really help me moving forward. I will be able to get involved in presentations and public speaking both at work and in the
A couple of years ago, I was flipping through The Shakespeare Book when I came across The Rape of Lucrece. This was the first Shakespearean non-sonnet poem I had encountered, and the brief descriptions left me curious for deeper understanding. As the solo piece project rolled around, having already chosen Michael Chekhov as my theorist, I began searching for an acting piece. Most of my ideas for a theatrical piece were coming from William Shakespeare’s works, when I remembered this poem that I had never further researched. After reading through a quick summary, I decided that I would read through the entire poem and begin selecting snippets to stitch together, as this was the piece I would be performing.
How did your lesson plan and instruction change since the beginning of ELED 4311? How have you ensured that you have met your students’ science learning needs?
...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.
After doing the lesson, I felt that many things went well. According to the class evaluations and observation, the class really enjoyed the 4 different explore sound stations. The stations allowed for self-discovery, but were also structured enough for the teacher to have control. Classmates also liked the pictures that went along with the vocabulary terms. I think we did well with monitoring the students. We made sure the students were ready to continue to the next thing by having them give us “a thumbs up/ thumps down”. Lastly, I thought we did a great job at starting the lesson off strong with an engaging activity with the various sounds played from a cellphone app. It caught their attention and got them curious as to what
First, I thought it was nice that the teacher started off by referring to the students as meteorologists. It was a great introduction of vocab and put the students in the proper mindset. During the science lesson, I thought that it was good thing that each of the students were given a copy of the textbook. The students could follow along and look at the great pictures while the teacher read. The students were extremely polite and attentive. I also thought it was effective that the teacher didn’t focus solely on the textbook, she had the students make real observations right from their classroom window. This clearly deepened the students understanding of the connection between the sky and weather. It also allowed students to reflect on other times that they have noticed a connections between the sky and weather in the past. At a few points in the lesson the students got a bit loud and off topic. When this happened, the teacher would simply have the student move a card. It seemed to be very effective. The behavior system in the classroom is having students move cards based on their behavior. The teacher also had a bucket of prizes for “good” behavior displayed by the
Also, in the beginning of the lesson I gave the students clear directions of what I expected of the students. I had the students repeat the expectations back to me which was a success since they understood and did what was expected. After the activity, the students were supposed to complete a word sort and then a writing prompt. During the writing and the sort, I did not give clear instructions which affected the students and how they completed the assessment. The next time I teach a lesson, I need to focus more on directions and giving detailed
I thought the teacher held a strict classroom, and you could tell there was no spark in these students. These students didn’t talk to each other, nor did they raise their hands to answer questions. I noticed that out of 20 students, only 3 students had attempted the homework assignment that was given that night. The students, in my opinion, were confused and were not quite comfortable with what they were learning. This particular teacher was actually my 6th-grade math teacher and honestly, it was like déjà vu.
The four most important things I could have ever learned from those children and the class is: there is no such thing as a 'bad" child, only a misunderstood one; children do not want their work done for them, but for grown-ups to show them how to finish what they start; it is important to get down to very child's level, physically and emotionally, so communication is clear; and that giving a child a blank canvas to put their art on is the best way to increase and support a child's creativity and independent
... Using hands on activities and not using straight lecture help children learn better. Inquiry gives them experiences that can help them retain the knowledge that their teacher is trying to give them.
All in all, I felt that this lesson implementation was a good experience for me, I learned a lot from last semesters practicum, and feel more comfortable teaching the children while being observed and am able to manage the class much better, although I am still quite nervous, which is something that I will continue to work on.