Learning Indicators Essay
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School
Texas A&M University *
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Course
5600
Subject
Communications
Date
Jun 27, 2024
Type
Pages
4
Uploaded by PrivateThunderPheasant45
Learning Indicators Essay
As a teacher, creating a checklist of learning indicators while introducing a new
objective is key for making sure all different types of learners are able to grasp the
material throughout the unit. The following objective I will be teaching to my 2nd grade
science class is: students will be able to observe, describe, and record patterns of
shadows caused by the sun.
Below is the following checklist I would use as my key factors influencing a
student’s readiness to learn:
1.
Learner Mindset
2.
Health and Home Life
3.
Previous Experience
4.
Prior Knowledge
5.
Self-Efficacy
6.
Displaying Learning Indicators
Learner Mindset
Creating a positive learning environment for students is crucial for promoting
students to be curious, seeking more information, and wanting to comprehend a
concept. Allowing for the classroom environment to be relaxed, but have the students
alert and engaged throughout the day without having to be stressed if they do not fully
understand the learning objective yet. This will be achieved by allowing success and
understanding measured in multiple ways throughout the unit, while still promoting
learning.
While displaying the Sun and an object, I will have students write on a
whiteboard on which side they think the object’s shadow will be cast. I will have them all
raise their boards all at once and show me their answers. After seeing all the answers, I
will be able to announce the correct answer and review the reason why, if multiple
student’s displayed an incorrect answer. This will promote a positive learning
environment with allowing the students to have multiple chances to apply their
knowledge, without having to be graded. This also allows me to instantly capture learner
comprehension on the questions.
Health and Home Life
Throughout teaching the course, if I notice a student is struggling grasping the
objective or simply not being able to be engaged during the class there could be more
underlying reasons than just “not paying attention”.
Getting to know and learn about each individual student and any factors outside
of the classroom that are hindering them to excel. While creating a relationship of
understanding with students’, this allows me to be transparent with my parent
communication and offer students to any resources the school may have such as a
counselor, lunch assistance, or getting tested for any learning disability that the school
can assist with.
Previous Experience & Prior Knowledge
Previous experience and prior knowledge go hand in hand partially. Experiences
throughout a child’s life thus far have allowed them to form concepts and
misconceptions, take in information that may be true or false, all based on their
upbringing and prior schooling, if any.
Prior knowledge can take from experiences and integrate those instances into
previous learned curriculum to allow students to easily relate to the subject if they have
already experienced it. Prior to this objective, the students' have completed learning
about the Sun and the Moon, the differences between day and night, observations of
objects in the sky, and how day and night is caused by the Earth’s rotation.
For instance, the objective is learning about shadows and how/when they appear
and what they look like. A student who has previous experience but no prior knowledge,
may have observed shadows while being outside, but not fully understand what causes
the shadow or the patterns that are associated with them throughout the day. Then, a
student who has experienced observing a shadow, and has prior knowledge that a
shadow is caused by light casting on an object.
As a teacher, I can understand my class and their prior experiences and
knowledge by having a warm up assignment given at the start of introducing the lesson.
This warm up will display an apple and a Sun, and ask the students to draw the apple’s
shadow. I will also display the same apple on two more questions, but have the Sun
moving to a high or low position. This will allow me to see if the student, firstly,
understands what a shadow is. Secondly, will allow me to see if they have any prior
knowledge of the patterns of the shadow such as which side the shadow should be on
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