Instruction Methods For Teaching Decisions

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

Most decisions are made with analysis, but some are judgment calls not susceptible to analysis due to time or information constraints. Please write about a judgment call you’ve made recently that couldn’t be analyzed. It can be a big or small one, but should focus on a business issue. What was the situation, the alternatives you considered and evaluated, and your decision making process? Be sure to explain why you chose the alternative you did relative to others considered.

In part 2, I will provide a critical reflection on my own teaching practice during recent placement by making detailed connections to an appended lesson plan.

In summary, this course has really educated my view of being a teacher as well as being able to interact with today’s diverse and fluctuating educational setting. Therefore, the discussions were very good ways in understanding how

This lesson was geared toward many levels of learning ability and a variety of learning styles. Mrs. Soglin modeled the learning objective with the pan balance using the visual aid with the scale and a variety of different objects to be weighed. Then she provided additional information using the chalkboard. She engaged with the class by having an open discussion allowing the students to build on each other’s knowledge of the subject matter. She allowed for students to model for the class. When students were working in groups and pairs the higher level students helped lower level students. She also provided challenging problems at the end of the activity for those students who were ready and

By doing Module 1 of this course I had opportunity to think about my career as a teacher. In order for me to improve learners’ learning I have to create for them appropriate environment using different teaching strategies in which every learner feels respected and safe. Learners need to know that learning has a purpose and what they are learning it is relevant to their lives. Also it is important to provide them with feedback regarding their progress on what they are trying to achieve, how far they are from the goal that was set. And how to achieve all I have to keep on trying new things and improving teaching skills. The actual teaching, classes I attended for this course gave me opportunity to better myself as a teacher. I learned about teaching principals from our teaching classes, later applied my knowledge in my actual teaching practice and also learned about teaching ideas through the web. From all these I understood that my development as a teacher should never end because teaching is a part of a life-long

The lesson plan 3 was about “Time by the hour” for math. Throughout the time in my placement field, I get to observe and teach in my cooperating teacher’s 1st grade class. I had learned so much about the students and enjoyed working along with everyone. At the end of every planned lesson plans, I have learned so much and gained some useful information on how to become a better teacher in the future. In this lesson plan 3, I had reflected on my past mistake and learn to grow from it.

The child from my video is my niece Adriana. Adriana is eight years old and she is in second grade. Since, she is my niece my brother gave me permission to include her in the video. As I went through the activity I tried not to do any modifications in the instruction, I just made up the division problems as I went through the video. The only thing I change was the counters for the cubes. The student learned how to do simple division using equal grouping. I know that she learned because she worked out few problems by herself at the end of the video. She was able to recognize dividing by equal grouping is just having the same number of units in each group. Example she was able to solve six divided by two by drawing a circle for each group and

For this lesson study, my group created an engaging lesson that would meet the needs of our very intelligent student. Our student for this lesson was Andrew, who is in the sixth grade. Before planning our lesson, we were informed that Andrew requested that our lesson be a three-egg drop. Immediately, I could tell that Andrew was a very intelligent young boy and we were going to have to design an engaging lesson that would be exciting and challenging for him at the same time. We knew this lesson had to involve higher-level thinking since Andrew has already completed an egg drop before. One way we made this lesson more challenging was by making it a three-egg drop instead of one and the second way was having Andrew compete with another person.

It asks for students to do a lot of work on their own, without much group discussion. I feel the published lesson asked a lot of questions from the lower levels of Bloom’s taxonomy instead of drawing from other levels to really allow the students to get the most out of the lesson. The published lesson seemed very boring, and not very engaging. It did require the students to write in their journal and read out of their books, but it was a lot of ”the teacher says do, and the students do.” Meaning this lesson asked questions that the students simply answered, guided discussion was not present, and teacher modeling did not seem to exist. I feel this lesson asks students to do a lot of sitting and memorizing; the most participation in the published lesson was that the students read aloud and that they write in their journal. Though writing in their journal is student participation, the publisher asked the students to write just three things they learned, in theory the students could just copy three things from the

In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

Isaac was born November 17, 1998. She indicated that there were complications during the delivery. Ms. Choi stated that she and the child were in the intensive care unit after the birth.

How did the teacher introduce the lesson? Did the teacher specifically let the students know what they would know or be able to do by the end of the lesson?