Class: Pre-Kindergarten (4-Year Old Classroom) Unit: Language Development (Alphabet Word and Picture Match) Teacher: Ms. Zarie Baker Objectives: 1. Students will follow simple multistep directions with visual cues if needed. LDC-1m 2. Students will talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day. LDC-5d 3.With prompting and support, students will use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.
The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with
One curriculum that some schools follow is known as an Anti-Bias Curriculum. The Anti-Bias Curriculum was created to nature young children and teach and educate them about issues of diversity and equity in the classroom. There are four main goals of an Anti-Bias Curriculum, they are, to gain knowledge of a confident self-identity, gain experience of interacting with people from diverse backgrounds, think critically about bias and learn to stand up for others and themselves in a time where they face bias (Hohensee & Derman-Sparks, 1992). When establishing an Anti-Bias, classroom setting and learning environment for student’s teachers go through a process of four identifiable phases.
Terrett told the class that she would give good behavior tickets to students who got the answers to questions 7 & 8 right. One of the students, Wyatt asked Mrs. Terrett how many tickets she would have to give out if the whole class got both answers right. Mrs. Terrett responded by turning the question into a teaching moment. She asked the students if there are 27 students in this classroom and everyone earned 2 tickets each, how many tickets would she have to give out? 10) The following instructional strategies used in the properties of multiplication lesson: • Modeling- The teacher wrote on the board what she wanted the students to write in their math journals.
Making content accessible for all students can be a difficult task. Classrooms are filled with diverse learners from all different backgrounds with different strengths, needs, home languages and learning styles. This is particularly true in a moderate to severe special education classrooms where students have varying levels of academic, developmental, communication and social abilities. Over the course of my teaching career and my time at Brandman I have learned valuable ways of engaging and supporting all students’ in the classroom. There are many multiple ways to teach in the classroom that accommodate all students.
After reading the essay, I can categorize how all my teachers informed me in my classes. In elementary and middle school, it was the regular, “Solve this, and get that” or “Just memorize this and you will be good on the test”. I would say I was in the working-class schools for those years. My high school experience was where all different teaching
They sat on the floor around Mrs. Sherwin with their social studies textbook. Mrs. Sherwin had them read over the boldfaced vocabulary words before they began reading. In my EDS class, my professor stressed the importance of vocabulary since vocabulary is one of the five big ideas of reading. Understanding vocabulary helps with students’ reading comprehension. Mrs. Sherwin started off reading and then called on students to read.
While I observed the classroom, the teacher was doing small group time, so she was with the students in the back reading, and the teachers focus is on the children she is working with, while the rest of the classroom were doing their group and partner work. Yet, the children were loud and unfocused, and this is where most situations would arise with children. I would manage the class behavior by setting up a timer and saying they have to finish a certain amount of work or book by when the time is up. In conclusion, observing this classroom was a great experience being able to see the different strategies, management and teaching styles a teacher varies from one another. It is important to view different strategies and styles to be able to figure out what your own is.
Assessment Strategies for Differentiated Learning 1. Differentiated Learning Differentiated learning is a technique that used in some classrooms that caters to the individual needs of each student. Teachers use several types of activities and methods in order to teach their classroom. Differentiated instruction gives students options on how to take in information, and ideas. Additionally, it can help them to show the teacher what they have learned in other ways instead of just taking a test.
The students are told that they can check out the eBooks on their own device or if they need to they can check out one of the library’s Kindles to download the eBook. The librarian concludes the lesson by reading an eBook to the class on the Smartboard. After the story students go to find and check out books. The library clerk positions herself at the circulation desk. A library volunteer that has been shelving books is available to assist students to find books and answer questions.
At this school all of the DHH students are mainstreamed into classes with hearing students and an interpreter all day long. Megan informed me that this year is the first year all of the DHH students are being completely mainstreamed. Prior to this year, there was a DHH
If they are structured to support student-to-student or group interaction, ELLs are required to use English language to explain concepts and contribute to the work. This gives teachers an opportunity to gauge what the student has learned, and it also helps the student to demonstrate his/her progress in English language development. As an educator I can also informally assess for correct use of language structures and academic vocabulary. I will identify, teach, and post key academic vocabulary and structures for one content lesson each day because students need help to become more aware of how language functions in various modes of communication across the curriculum. My role is to make students understand well enough how language works and also to select materials that will help expand their students ' linguistic horizons.
This a form of teaching because Hermione listen to their teacher in order for her to have knowledge on spells can help them. In both books learn both by using their listening skills while as an individual book they learn through the focus of one’s specific method. In my freshman year the students learn by mainly observing write students learn by mainly reading in the Harry Potter
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).