My Teaching Prior Knowledge

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

The first lessons are concerned with a lot of verbal assessment and discussion, in order to gauge levels of experience pupils may have had prior to beginning my group. (At primary school Kishnama worked with a ceramic artist making and decorating tiles). During the first lessons with my A Level group, I neglected to talk about prior learning. One identifiable weakness in my planning. It is my responsibility to break down an overall scheme of work into lesson plans, identifying aims and learning outcomes through listing what I intend to demonstrate. E.g. in a scheme of work “hand building forms” would be written. My session plan would/should

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on.

Beginning a new topic starts with accessing and assessing prior knowledge. Through open-ended questioning, creating KWL charts, think-pair-share, and a number of other strategies, I am able to gain insight into the prior knowledge my students have

While creating this lesson plan, I will ensure each of my students will master the material by the end of the lesson. I will make sure that my students are mindful of what is expected of them. I will go over the content and language objectives in a way that each student is engaged with them. In a group, I will have my students discuss the objects to clarify any miss conceptions they may have. I will be incorporating a variety of different supplementary material to help students stay involved and focused while learning the material. I want to make sure not to overwhelm my students with the material. I will have the student slowly build up to decomposing a fraction. This will allow me to help the students enhance their knowledge by link back group information and past learning. Providing students with

Janet, is a young single woman, she is also new to the teaching profession. She came to me so that she could learn to make a budget and achieve her goals through financial success. Before Janet and I sit down to our initial assessment. I sent her a packet, inside the packet included information on what my job was as a Christian financial coach, it is my job to be a teacher and to coach her aid her in here process financially, however it is not my job to give her specific investment or financial advice (Murphy, 2009). I also included information on my ethical code (Murphy, 2009) Integrity, which means that pride myself on strong religious moral principles. Objectivity, meaning it my job to not only understand her as a client but listen to her so I see that it is her needs that are being met without holding judgement upon her. To uphold competence, meaning that I will give Janet as a client the necessary knowledge and skills to help her achieve financial success. That I will remain fair and confidential in that what she and I discuss is legally confidential thus I will not be sharing with others. Lastly that I provide professionalism as well as diligence with my clients. In addition I had Janet, take the online assessment Financial DNA, as well as to keep track of her spending and budget for a month before our initial meeting.

There are a few things I know now about ways to incorporate student’s prior knowledge, experiences, home language and culture into science teaching. I have learned that the children learn more effectively when we teach them something they already know about. When we give a lesson plan that link new information to the student’s prior knowledge, they will activate the student’s interest and curiosity, and would infuse instruction with a sense of purpose. An example of how I would do this with my own students is that as I connect the new lesson with their prior

To start, I would suggest that Michael Watson begins each unit or topic with a pre-test. Pre-tests allow teachers to evaluate what the students already know and checks to make sure that the lessons are actually challenging. After a pre-test is administered, teachers will gain a better understanding of how to construct valuable lessons that are within the students zone of

Looking back on my prior educational experiences I would say that in a sense they did prepare me for college. By stating that they did get me ready for college I knew that college was not going to be as hard for me as everyone has said it would be. Personally kindergarten and my elementary years did not help pave a path towards college for me but my middle school and most importantly my high school years did with their testing and how much they would discuss future college courses and suggest which courses to go into once I had graduated. Through their eyes they were prepping us for harder things that we would only see for ourselves if we're to get into a university and join the college community.

I would have another activity for the students to do to help solidify the concept in their minds. I would also include an activity that would have more learning styles in them. I believe I tried to push my students into a higher level of thinking before they had the basics on the concept down The advisement activity was great for all students because it has learn by seeing, hearing, and doing in the activity. As Mihut states, “Learning is active, innovative, creative and purposeful…” and if you can incorporate those into your lesson more students

I assess prior knowledge throughout my lesson sequence using a variety of ways. Before beginning the learning segment, I will look at students prior work on comparing and contrasting to see where each student is at in regards to their level of understanding. I found that while some students had a good understanding of the strategy, there were still many students that could use a thorough introduction to the concept. This allowed for me to begin planning ways to differentiate my instruction to include the higher students and the lower students. I crafted the Central Focus students practice compare and contrast by using Venn Diagrams and composing a paragraph that includes an introductory sentence, two-three details about how the two things are alike and different, and a concluding sentence, to encompass requisite skills for my learning segment. The learning targets for lesson 1,2, and 3, also address questions related to knowledge and skills aligned with the Central Focus that support student learning. To reach the learning objective for lesson one, students practice with me and with a pre assigned partner before doing anything by themselves. To provide additional support to students with literacy needs and IEP/504 plans, I monitor their progress, offer guidance with questions and different examples if needed, and give verbal cues during each lesson.

As teachers, it is important to front-load the information.  When you do this, students are better prepared to engage in the conversations of the classroom, and be able to answer questions regarding the topic.  The ultimate result is that your needier students to feel successful.  Being flexible with your lesson plans is important, especially after gathering information from your classroom and having a firm understanding of what your students know.  Having this information provides you with a clue as to what you need to spend time on, things that you can quickly touch on, how to group your students, what organizers you may need or word banks that you can use.  If you find that some students are knowledgeable on the topic, they can be used as the teacher experts in the classrooms.  The final part of this Action Step is to do a post-assessment.  At this time you can ask the same questions as before or have them write 3 things they learned on a sticky note as an exit slip.  Teachers can use these assessments to help students who continue to struggle, pinpoint students who learn in a different way, or even find students who have already mastered the objective and may be ready to be

I took this assessment to test my knowledge of different areas. Some areas were based on subjects in school, then some were based on me. For instance, what was my knowledge of math how would I score myself on my ability to perform math on a scale of 1-5. The other portion was on like responsibility how well do I rate myself on my responsibility to make the everyday task. Am I responsible? How do I feel about the test? Well, I could only wish I was smarter in the school portion of this assessment. I know what I am lacking so No I have to say I did not learn anything new from this test. I know I have a problem and that is why I am in school to try and better myself.

Virtual field trips are a good way for kids to learn and get involved with computers. Students can go on all sorts of exciting trips and not even leave the classroom. Students can go on boat trips. They can follow other kids in different