Enacted Learning

I will Thursday’s lesson as my pre assessment for Friday. The entire lesson was to introduce the topic of the unit and give a little bit of insight into the lives of the Algonquin and Iroquois Indians. Yesterday, students were able to learn a few things about each tribe that they did not know, we will use this new found knowledge today as we talk about

Verbal learning regard a series of processes that support learning thorough memorization. The construct of verbal learning involves learning and memory of data through repetition that is recalled in the forthcoming. Through the process of repetition one can learn serial, paired-associate, or free recall learning. Each process assists to reproduce data either freely learned or learned through arrangement of methods like Mnemonics. These processes valuable in aiding verbal learning and exampling verbal learning.

Equipment and Environment: The lesson will take place in a large area outside of the school free of any obstruction. There will be bright orange place markers so the children know not to wonder out of the designated areas.

I will be responsible for expanding my students’ zone of proximal development. I hope to take my students from the level of minimal prior knowledge with expansive help to the level of being able to work independently with a high level of proximal development. By building the students zone of proximal development, I will be able to ensure that the students will be successful not only in my class but future classes. The unit plan I have developed is based on North Carolina’s Common Core and Essential standards, and will ensure that the students are learning and meeting the necessary goals required of them in the fourth grade. Students in the fourth grade have a foundation for knowledge, however, they are constantly becoming more inquisitive and wanting to learn more details. This inquisitiveness provides the opportunity to cover material they already know and then expand upon it. The topic of the Lost Colony of Roanoke will allow the students to make connections to how the Americas began and make connections to the real world, as well as

The seventh and eighth chapter of the text talked about developing a facility and then equipping the facility with age appropriate items. As I read through these chapters, I reflected back to my time at the Fishback Center as well as the current center I work at, Kids World Learning Center.

This allow the students to feel my comfortable. All of us as a class will succeed by reaching our highest potentials and facing the academic challenges together as one. The students learned quickly because they felt “at home”. As a teacher, he learned from them and they also learned from him. Major companies donated to the Nest. For examples: books, typewriters, earphones, and cassette plays. The teacher encourages students to take home book to create their own library at home. The teacher allowed some students to act as monitors to get them to open to others; he call this the opening of dialogue. The teacher also put time to the side, because he wanted to have one-on-one time with the students. The teacher allowed each student to bring their native food, music, and costumes into class for a celebration. This allow each student to learn about everyone cultures. Afterwards, the teacher asked the children to write what they could about where they came from and what had brought them to the new land (p. 126). The teacher also did home visits to the students’ houses due to fact that he wanted to have a better connection with them. The teacher wanted students to embrace their new culture, but he didn’t want them to forget about their old culture either. Religion was part of students’ culture. Religious symbols and the importance of religion often came up their drawings and writings (p.136). Homework notebooks allowed a place for students to write down their daily assignment. Parents also had to sign it each night, who indicate the time students spent on homework each night. Immigrant children who have achieved second language literacy almost always identify the significance of friends in having helped them adapt to the “new reality” (p. 38). The teacher encourages students to have study groups and a buddy system. Towards the end of the school year students was begin to feel successful in

Emily Whitmer Rose Glasser EDTP 201 10/28/16 Ethnography: The Building Blocks of Learning I remember my first day going to a school to observe. It felt more inquiring, rather than being obligated to go to school just because I had to, like the state required us to. Ever since I have been given two field placements, I have been increasingly interested in the teaching profession. My first field placement has been an eye opener for all other rolls in a school. It has showed me just how important other rolls are in a school, and how they can affect and tie into how a student does in a classroom. Having two field placements has given me a new outlook on the classroom environment, curriculum, and what goes on behind the scenes in the teaching profession. In my second field placement, which is what this ethnography will evolve around, I was placed at Blue Lick Elementary School (right next to Knight Middle School). Blue Lick Elementary School collaborates with Knight Middle School, to ease the transition to 6th grade. This school is located in Heritage Creek, which is also close to my first placement, Fairdale High School. The population in this neighborhood is low-income. There are 480 students and the student teacher ratio is 16:1. Blue Lick Elementary School is a public co-ed school and accepts grades pre-kindergarten to 5th grade. At Blue Lick Elementary School, 66% of the students are white. The next majority of the students are black, which is 25% on a pie chart. Only 2% of

The first lesson was the Focus In Lesson, titled “Understanding Archeology in the World and in Indiana. The students looked at different excerpts that helped them answer the true and false questions that they predicted in the beginning of the lesson. I would say that a strength of this lesson was setting strong expectations from the start. This allowed the students to see what we expected of them. I also thought that a strength of this lesson was them predicting the true and false questions at the beginning and then answering them again after reading about Native Americans. This helped them to see what they learned throughout the lesson what they didn’t know beforehand.

Three words emerged in my mind after my initial observation from the Boulder Journey School virtual tour—comfort, nature, and exploration. It was evident that the curators of the rooms were specifically guided by creating a room with principles for experience learning. Indeed, the furniture stood out for because the décor was of neutral colors and the furniture was at children height level. It was intriguing for was as the children became older and moved to older classrooms, the same height, colors and décor stayed the same—creating familiarity and peace. Also, I was surprised at how much natural materials were used in each classroom and throughout the school environment. I saw materials such as tree sticks and leaves, wood shapes, plastic material, and solid colors. As result, I thought it created a message that nature is all around us and has value in helping us learn about ourselves as a person, teacher and learner. Meanwhile, the visualization of the playground was unique, I believe, because it allows students to be part of nature. Similar to the

Behavior can be learned by many different things, it can be learned from the environment and what you are interacting with, it also can be inherited from your family and so on. They have done many tests to figure out how exactly our behavior is learned. It could be learned from both but one is better than the other.

At Two Rocks Primary School, they use the open classroom strategy by allocating all students in the one year level to the one classroom while having at least three teachers assigned in the room. This creates a more collaborative, cooperative and supportive environment for both students and educators. A small group of children were involved in a cooking activity; they had to follow the recipe together and prepare to make “Vegetable Nacho’s”. All of their fresh ingredients are grown in the school garden; this school garden allows the children to gain knowledge through engagement and interaction of the natural world while building an understating of where the food comes from. The cooking area is a consistent and predictable environment that invites the children to be actively involved in; experiences,

The learning environment that has been created is for children ages 6 to 8. It is a kid-friendly environment where children can interact with their peers as well as concentrate on learning. Everything is spreaded out in the class, therefore, the environment is not cluttered. The open space allows the students to concentrate and learn whether in a group setting or by themselves. The furniture is arranged so that they can transition from any location in the room and not feel they are obligated to one area, but free to learn in all areas.

Setting a child up for success has always been a common motto within America as the term “Children are our future” can be heard in speeches and rallies all across the world. Although ambition in America has hit an all-time low, the “Ready by 5” program should continue to remain a priority to our younger generation because it opens up the door for numbers of children with fresh, curious and passionate minds who now have the opportunity to explore structured learning habits; mastering the art of “Learning how to Learn.” With the primary goal for Ready by 5 being intervention and education, the hope is to set poverty stricken children up for academic success far beyond elementary school and to send them off into the world with a strong start. Now, children will be afforded the opportunity to be exposed to a structured and developmental learning environment.

... the concepts of how a story is formed she provided the class with all the ...

Small mentions that the best way for students to learn is not through memorization of facts or procedures, but through group work and problem solving. The article states that through active learning, students can “use math to solve problems, develop their own ideas, and build upon the ideas of others” (Small 4). I agree with Small’s thinking, as students do tend to benefit more when they get the chance to share their ideas with others and observe their classmates work to see how similar or different their thinking strategies are. This allows students to actively engage with the question (math problem), learn how to problem solve, understand that there is more than one way to approach a solution, think outside the box, as well as see how this problem can relate to topics outside the classroom. I personally, never enjoyed group work. Throughout my experience in public school, my teachers would always promote group activities, but there was never any guidance or instruction to it, so the discussions would be unbeneficial and confusing (eg. People choose not to talk, did not know what they were doing or had the same idea).