Week 4 assignment

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Walden University *

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Philosophy

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Feb 20, 2024

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Q & A Virtual Field Experience Video Week 4 Assignment Carrie Burk WALDEN UNIVERSITY

 How does the teacher make personal connections and activate prior knowledge? Attention is the beginning point of all learning, so attracting our students’ attention is the essential first step for all learning activities (Eggen, P., &Kauchak, D. (2020), p.483). Before starting the lesson, the teacher engages the students and activates prior knowledge through prompts and discussion. She begins by having the students theorize what the story could be about and predict outcomes. She then gives a discussion prompt by asking the students “about a time they felt different.” I really like how she gave her own example first to set the tone for the discussion and give students a working example to build off of. By having the students empathize with the moral of the story and relate it to their own life she is making the story more interesting to them and encouraging them to think about the book and not just listen to the words.  How does the routine of reading aloud (read and ask questions) provide a safe learning environment? Questioning is our most generally applicable tool for increasing involvement; students’ attention is high when they are thinking about and answering questions, but it drops during teacher monologues (Eggen, P., &Kauchak, D. (2020) p.485). Speaking aloud builds confidence in knowledge and in themselves. By participating in discussions, they increase their abilities and learn to feel more comfortable expressing their thoughts and opinions in front of others. The teacher in the video gives the students prompts to encourage the conversation and gives time for the students to collect their thoughts and answer by doing this she is helping to provide a safe learning environment by fostering a sense of community with the students and providing a low-risk environment for the students to practice critical thinking and comprehension skills without the pressure of being graded.  What strategies did she use to promote literacy and language development? I witnessed many strategies during the field experience, some I recognized right away and others I was not aware of until I watched the review video where the teacher explained her practices. Right away she used the pre reading strategy “activating prior knowledge” by relating the subject of the book to the students and compared their experiences to those they predicted in the book. The teacher also used “sentence starters” to help the

students relate content to self and aid in the discussion. One thing I did not realize she was doing until explained was that she was differentiating material for her ELL student(s) during the sentence starter by using a gesture and sound with her mouth instead od saying “blank” where they were to insert their ideas. She explained that by not using an English word in place of something they were supposed to fill in help to confuse ELL with vocabulary. I did not even think of this, but it makes total sense and is something that I will keep in mind for the future. Another great strategy was her visual cues. During the reading she had posted notes on the pages that were bright and big to remind her and show the students what they should discuss about each page. I love that she used visual cues in this way, and it also helps serve to remind her of important topic points. About halfway through the book she switched discussion strategies from group discussion to partner discussion. This encouraged the students to talk more and share ideas keeping them interested in the book. All of these strategies promote language and literacy development and help create an engaging and safe learning space.  Describe at least two specific examples where you felt the teacher demonstrated success in engaging the students and explain why. From an instructional perspective, a motivated student is someone who is actively engaged in a learning activity (Eggen, P., &Kauchak, D. (2020) p.483). The very first time I felt that the students were actively engaged was during her initial pre-reading strategy. The students were eager to answer and some even got so excited to speak they forgot to raise their hand and blurted out. The teacher did gently remind the students she was looking for raised hands, with young students this does not always work out, but I feel she maintained a non-chaotic lesson and the students were all excited for the lesson. The other example I will use is the peer-to-peer discussion during the read. When she stopped reading and encouraged the students to discuss with their neighbor the prompt given by the teacher. As the video panned the room each group looked to be excitedly talking about what they had just heard and how it related to the question asked by the teacher. Allowing students to work autonomously and with others, developing their sense of competence, results in increased student motivation. This focuses on the cultivation of intrinsic motivation, which fosters self-determination that leads to engagement (Stephens, T. L. ). The students all were actively engaged throughout the video, but (2015) those two strategies stuck out to me.  Describe at least two suggestions for improvement and explain why.

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