Outline

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

A: Essentially, the three steps are broken down into introduction and demonstration; clarification and practice; further clarification and/or commending correct behavior. In the first step, students need to see and hear a procedure through teaching modeling, visual aids and discussions via Q & A. In the second step, anything in the procedure not understood by the students must be practiced to insure that the procedure is universally understood. Lastly, the procedure must be reinforced through not only practice, but are there further explanations required? And if the procedures are understood in theory and in practice, has the instructor commended or rewarded the proper behavior.

As I am walking down the hall to Ms.Johnson’s room, I see something different. There is a sub today. I just really hope she isn’t as mean as she looks. When I walk into the classroom I get my folder and go to my assigned seat to start my “do now”. When the teacher walks in she says,”Everyone sit down and don’t make a noise unless you want a step!”

At the end of each part of the story, teacher must stop to ask a question that related to that part. For example, asking question after reading the “raising action

Students will be asked to write down anything they don’t understand from the lesson on a piece of paper (? Cards-see appendix 2.2) and it will be collected by the teacher

M guided the children through their morning song, which was sung in both Spanish and English. As the children sat in a large circle, it was easy for them to get distracted with things that they were against. One of the children was not listening, while Mrs. M was speaking, so she addressed him by saying, “You can walk away and when you are ready you can come back”. After that they selected jobs for the day, those who were behaving were the ones that tend to be chosen. They also counted how many girls and boys there were, which was 6 girls and 6 boys. Mrs. M asked them a question, about a green balloon that they had let go the day before, and which it mysteriously appeared in the class today. As they have been participating in St. Patrick ’s Day activities, this was one of the activist that the instructors organized. Mrs. M said, “What is your theory? How did the balloon come back to the classroom?” Ask she received answers from everyone in the groups, she wrote their answers down on the white board, with their name next to it. I found this technique, interesting, because it’s a way that parents are able to see what activity their children did and what specific answer that their children

To see if the students have a general understanding of the topic and an introduction to the lesson, I will review the Do Now with the class and ask for student answers.

On my last visit to Makefield I taught a lesson on reading comprehension by introducing main idea and supporting details to the first grade students. One positive aspect of the lesson came at the very beginning. After asking students if they were familiar with the term ‘main idea’, I displayed an image of a busy park onto the board. The picture of the park was covered in dark circles that hid some of the details of the picture. One at a time I removed the circles to reveal a piece of the picture and had students explain what they saw. After all of the circles were removed students were able to see the big picture. Using the picture of the park helped students visualize how small details make up the main idea, which is like the bigger picture.

Another strategy this student may benefit from is breaking down the steps at each center. When given an assignment, students may feel overwhelmed and confused. By putting an activity in steps, students won’t become overwhelmed and thinking destructively (Bernstein, 2010). Young children learn this skill from teachers’ explanations and modeling the skill.

Ask the child the numbers then, instruct the student to place the beans in each egg holder to match the number.

The smart board was a great tool for students to engage and participate in lessons. One activity, students had to finish the pattern. Students were asked to come up to the smart board to finish the sequence.”What comes next?” was written on the smart board and the pattern was shown with a choice box of what should shape, animal or food item should come next. Correct answers would make the smart board

The class takes their seats, shuffling slightly as they turn to the board, pulling paper from their bags and poising pencils. Their teacher greets them with a brittle smile, silently takes account who is present and turns his back to the class to write. The girl with perky pigtails and a scattering of freckles takes the liberty of writing down what she knows from the book of Genesis, internally smiling because she has already been taught this lesson. God created the universe in six days, taking the seventh day to rest after he created Adam and Eve. While she writes her swinging feet nudge the dark haired boy next to her who also knows all about today’s science lesson, after all his dad is a physics

Second, she opened a book and read the first two lines. To explain the meaning of what was just read she moved around the classroom and illustrated verbs trough actions. For example, to explain the word ‘perdre’ (to lose) she acted as she was looking for something around the room. Next she asked the students, again in the target language, to read aloud a couple of sentences one by one. After each student read the teacher used gestures and pictures to explain what was written in the text. In order to explain the word ‘país’ she made an example in Catalan using students personal factors: ‘Italia es un país’. While reading the book she showed images that represented what was happening in the story; each line had a different image that helped with

In a small group setting, each student will make at least 3 inferences about various scenarios and pictures through writing and speaking.

- Phase one have now officialy started! The teacher handed out 1 piece of paper to every student in the class.