Planning Commentary 3-4

.docx

School

North Carolina A&T State University *

*We aren’t endorsed by this school

Course

EDPR-110

Subject

English

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by deshawnmc90

3. Supporting Students’ Learning of Technology and Engineering Education Respond to prompts 3a–c below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Planning Task 1. In addition, use principles from research and/or theory to support your justifications. a. Justify how your understanding of your students’ prior academic learning and personal, cultural, and community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, their assets, and research/theory. [Because my students had never been exposed to engineering and technology in a formal educational setting, I decided that using real-life examples and hands-on exercises would be the most effective method to teach them. Some of the students had never seen or used a hot glue gun before. I make an effort to provide instances that they can relate to in order for them to grasp the information more easily.] b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs . Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, students with poor spatial skills, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). [Because everyone learns differently, I aim to include a variety of learning approaches in my classes. I enjoy having class debates because it allows everyone to express their opinions on the issue without feeling obligated to be correct or incorrect. Because group conversations might be overwhelming for some students, individual activities such as worksheets are useful for determining whether or not students have mastered the subject. Individuals who are having difficulty can benefit from partner and group work. I've discovered that pupils who grasp particular concepts may sometimes communicate them better to their peers than I can..] c. Describe common preconceptions, errors, or misunderstandings within your content focus and how you will address them. [For each step of the engineering design process, the students only come up with one suggestion. I present several reasons why students should think outside the box and be creative. I demonstrate how many inventors and engineers failed several times before finding solutions to their difficulties, so students grasp the importance of having multiple ideas for each phase.] 4. Supporting Development in Technology and Engineering Education Through Language As you respond to prompts 4a–d, consider the range of students’ language assets and needs—what do students already know, what are they struggling with, and/or what is new to them? a. Language Function. Using information about your students’ language assets and needs, identify one language function essential for students to engage in learning tasks

related to your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. Analyze Argue Communicate Compare/contrast Describe Draw and Model Evaluate Frame Identify Predict Synthesize [Identify is a linguistic function that is required for my students to engage in learning tasks relevant to my key emphasis. Students must be able to recognize a design challenge's problem, criteria, and limitations.] b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function. Identify the lesson in which the learning task occurs. (Give lesson/day number.) [The worksheet “What do they want?”, given in lesson 2 allows the students to practice on finding the problem, criteria and constraints of several design problems.] c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use:  Vocabulary and/or symbols  Plus at least one of the following:  Syntax  Discourse  Visual representation (work artifact) [During this learning segment, vocabulary is essential because it is subject-specific words like design, engineering, criteria and constraints that the students are not familiar with. The students will have to use their understanding of the vocabulary to design and construction a visual representation of a straw tower bases on certain specifications, criteria and constraints.] d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt below.  Identify and describe the planned instructional supports (during and/or prior to the learning task) to help students understand, develop, and use the identified language demands (function, vocabulary and/or symbols, syntax, discourse, or visual representation). [For the first class, I knew the students were familiar with safety in general, so all I had to do was explain why operating and safety guidelines were necessary while using a hot glue gun. I knew that only a few kids had used a hot glue gun before, so I wanted to make sure that everyone was comfortable with it. Students will act out safe and unsafe work settings in groups as part of their supervised practice. The rest of the class will then accurately identify the skits' safe and unsafe activities. Lessons 2 and 3 will be new content for the bulk of the students, therefore I decided that lectures and real-world examples would be the most effective approach to convey the concepts. I focused on steps one and five of the engineering design process steps because these are the essential steps in solving an engineering design problem. Students will be able to identify the problem, criteria and constraints of a design problem. ]

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help