My Application For Understanding My Experience Through My Practicum

The first lesson I saw take place was the end of a math lesson. The students were independently working on a set of math problems. These problems were mainly

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

“Those who have characterized instruction tasks express dismay about the focus on low-level facts and skills and the omnipresence of worksheets in American classrooms” (Blumefeld, 1991, p. 370). Whenever I think about my own educational experiences, I remember thinking how what I was learning in school was separate from the outside world. Oftentimes this made learning difficult as I found myself finding the topics uninteresting and wondering if I would ever use this information in real life. I constantly tried to learn new information through route memorization and struggled with remembering information that I had previously “learned”.

“This practice can hinder a student’s overall learning potential. With the stakes getting higher and higher for teachers, this practice will only continue to increase. The sad reality is that it fosters an atmosphere that is boring and lacks creativeness. Teachers have such large pressure to get their students ready for these exams that they neglect to teach students skills that go beyond the tests.” (worklife.columbia.edu).

Students will respond to the lesson in different ways and often there are “teachable moments” that were not included in the original lesson. The effective teacher can incorporate various instructional strategies to fit the moment and the individual student’s needs at that moment.

Learners learn in different ways, and teachers teach differently. For a long time I’ve been used to a lesson, a worksheet, and a quiz to end end the unit. Being put in Mrs. Meeks class was different and something that I had to get used to, and still am getting used to. Daily Evaluations and book reviews have taught me about responsibility, and have made me think deeper than I was before when reading and writing.

Through assessment of the pupils the teacher will know what level each pupil has achieved regarding their learning and they will be able to include specific tasks or activities in the lesson plan knowing the different abilities of their pupils.

As Stephanie Ingster outlines (lecture 2, slide 37), explains that teachers need to focus on assessment for learning as students are able to receive feedback and reflect during the unit rather that at the end of teaching. In this way, teachers and students are able to gain a better sense of direction for motivation and improvement in ongoing teaching and

When teaching a sequence of lessons, it is important to regularly assess the students and measure their understanding of the material. Taking lessons forward without any form of assessment can result in students being left behind and unable to access the new material because they did not get a grasp of the prior lesson. To ensure this did not happen I used previous exam questions whenever possible as tasks for the students to complete. A competence with these questions suggests that students are confident with the material and the lesson can be moved forward. Examples of this can be seen in REFERENCE FILES. When planning these tasks, it is important to understand the abilities within the class, this view was supported by Atkinson in a CA session (SA, CA, TS6). Despite being a triple science class, projected grades range from 5 to 9. I included questions that ranged in demand, from fact recall (REFERNCE EXAMPLE) to extended written prose (REFERNCE EXAMPLE).

The facilitator allowed students to work through three to four questions before going over them to check for their understanding. Students seemed reluctant to give their answers at first, which suggested they weren’t confident with their answers or too shy to contribute. However, after providing hints to some the questions, students were able to recall the correct answers and show some understanding of the concepy. On the other hand, some questions proved to be relatively difficult for the students, particularly the ADME section. The facilitator went over these questions a couple of times and used diagrams to reinforce their learning. Students were asked to explain back to the facilitator what they had learnt to ensure they had a clear understanding. By the end of the session it was clear that all the students had a greater knowledge and perception of the subjects covered in this

I have been fortunate enough to have a variety of supervisors in my practicum placements. I had several female supervisors and one male supervisor who have all contributed to my training. The books and discussions in class brought up a discussion that I have never thought about before, which was the gender of the supervisor. However, one thing that I could say with certainty is that gender does play a role in the way supervisors conceptualize things. At my practicum there are gender misunderstanding that occur. The questions that are asked to me are different and more geared towards possible sexual countertransference, which makes me feel like I am treated with “kid gloves”. From my point of view there is a gender misunderstanding because

Therefore, teachers meet to establish a clear schedule. In addition, during team meetings teachers discuss the steps that students can take to make improvements. After reading, the teachers begin their lesson and aim to limit their instruction time to a maximum of fifteen minutes. When a lecture is finished, the students are given the opportunity to work with peers in order to completed exercises. Teachers moves around room giving assistance to students when necessary. Teachers also allow students the opportunity to seek extra help by either going to the irt room, or meet the with the teachers at the back table for clarification. Students also have the ability to use resources like classroom desktops to help them complete the task further.When students are “done” the task both mentor teachers ask them to look over their work and see if there is anyway they could improve. Teachers also provide students with feedback on how they can improve their work. During this work period students occasionally ask to work in the hall.However, students can quickly lose the privilege of working outside of the classroom if it becomes apparent that students are not staying on task Teachers expect students to come

My personal journey in this practicum experience has been an eventful one. Once I started to get comfortable and had things down pact, it is all done with. It began with the curriculum writing project in which we were instructed to plan lessons for students that we did not have any background information on such as, prior knowledge on content or their abilities and it was rather challenging. It felt as if I was never done writing the CWP. The moment I thought that I was done writing the CWP, I had to make further changes. In the end, I learned to appreciate the CWP. Once I was in the classroom and started interacting with the students, I realized that my CWP was not developmentally appropriate for my targeted audience and the process of writing the CWP all started to make

During Grade 9 Science, I had a teacher that gave a test at the end of each chapter. These would usually take place about every other week. The class, as a whole, did not perform well on these tests.. To combat this, my teacher began giving quizzes every day after lecture to “get more students to pay attention.” If anything, these quizzes felt like a punishment, and left students of all ability levels bored and frustrated. The results were not actually a testament to the progress of the students in the class, as they only really measured our abilities to recall information from that day’s lecture. To my knowledge, the teacher did not actually modify his instruction in any way after he began giving these quizzes, and needless to say, the class failed to improve.

In instructor can see which students are doing well and which students are having problems understanding concepts. A teacher that demonstrates “withitness” (Marzano, 2007) is also aware of the students’ attitudes and efforts while in school which contributes to their ability to informally assess them.