Kobi Yamak Unit Lesson

Susan Wallace (2007:114) “A key consideration in the planning of any lesson, therefore, is that it should create learning activities which are accessible to all learners and which do not make any learner feel excluded, directly or by implication”

I used to think that using one teaching strategy would be most effective in the classroom, otherwise the lesson wouldn’t flow as smooth, but now I think using a variety of teaching strategies in one lesson, is more beneficial as it has allowed me to facilitate student learning and achieve lesson objectives more effectively. I learnt that using discussion and inquiry worked really well in all aspects of the lesson, from beginning, middle to end. Through using inquiry questions in the group discussion on the literacy lesson Drac and the Gremlin after we read the book, I was able to gain a variety of perspectives from the students (Killen, 2013), on what happened in the book and what they picture the characters and setting to look. Through asking

During my observations, it is clear that Ms. Minor prepares well thought out lesson plans for her third grade students. Lesson reflect both the state adopted curriculum and the instructional needs of the students she serves. She prepares lessons that increase student engagement. Ms. Minor’s lesson also incorporates culturally responsive strategies. Her selection of instructional resources demonstrates an understanding of the diverse

Using what you have learned from the readings, discuss why you think lesson plans are important to teaching and which part(s) of the lesson plan will you find most helpful?

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

I used posters and brought in items to extend background knowledge. During the reading of the story, I asked questions that focused on the students’ comprehension.

For this guided reflection paper, I observed two classrooms, the first was “Mr. M’s” 10th grade, 3rd period ELA class and the second was “Mrs. L’s” 11th grade, 4th period ELA class. Both observations were done on April 9th at the same high school. The focus for this paper was the teachers and specific components of their lesson plans. Both classrooms were not only engaged in different reading materials but also in different parts of their unit plan. “Mr.’M’s” class was just beginning their unit plan on the novel The Catcher in the Rye while “Mrs. L’s” class was finishing up their unit plan on the novel The Scarlett Letter. Both classrooms had different, specific learning goals, activities, and assessments.

Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught.

Methods of teaching: There’s a real difference in our educational system compared to when i was last in school, two decades ago. One of the changes that have been accomplished in today’s society is to memorizing instead of using technology or using multiple choice. We are more likely hands on then doing things like the 21 century. Now we have been using save word document and many other things within using technology. We have choices to

Lawrence also started a lesson using an active board by having sample problems on it and students were called on random to answer the questions. The students seemed to respond to the lesson very well. There were some students who decided to have their own conversation instead of doing their lesson so Mrs. Lawrence call on the students to get their attention; however , they did not respond so she politely walked over to the group and said something to them and they stop talking completely. For the most part these students looked like they were having fun while learning. Many were helping each other count while some were holding up fingers. After this hour and a half of observation, I wanted to interview Mrs. Lawrence concerning on lesson plan development.

Society places many beliefs on people regarding proper roles for men and women. Gender roles are different for men and women around the world. For most people, these sets of rules surrounding the behaviors that men and women exhibit are so ingrained in their culture that they may go unnoticed unless made aware of it. It is also widely accepted that women face sexism when they go against the norm of what gender roles and society expect of them more often than men. While it is becoming more popular for women to be feminine, housemakers as well as breadwinners for their families, when men go against the social norms of their gender, they are more harshly reprimanded for doing so. Of course, gender roles and social expectations regarding them are more conservative in certain parts of the United States and the rest of the world. While in most urban areas women are regarded as nearly equal in the workforce and media,

In the present case study, the principal and the assistant principal has the lack of knowledge for understanding the services rendered under the IDEIA. According to Gartin & Murdock (2005), the services rendered under the IDEIA are the special education services and all related services (p.333). Consequently, if a student has an assessment or referral for other therapies, the educational system is required to render such services based on peer reviewed research, to enhance the advancement of annual goals, to participant with peers with and without disabilities an in a general classroom, and to have the opportunity to establish advancement in general curriculum, non-curricular activities, and extra-curricular activities (Gartin & Murdock, 2005,

My classroom experience included: observing the classroom teacher leading group discussion (reviewing sight words, decoding words, and reading the weekly story), assisting students with reading worksheets (practice writing their letters and identifying beginning sounds of words), and reviewing the weekly story with each student. This particular teacher strictly uses a basal reader (Reading Streets) so I was very interested to observe her teaching using these particular materials. I have substituted in her classroom many times and have found it very hard to teach utilizing these lessons. Students’ often become restless and their eyes seem to gloss over because of boredom. I often thought that I must be doing something wrong when I am teaching the materials, but during observation I saw that the

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is