Reflection Of Education As A Teacher

2.2. Overview of the Project: Currently there is a three month delay in making simple amendments to any courses, including Power Point

Rather it be a movie on the pilgrims journey across the ocean or how water is evaporated, I feel that students learn a lot through video clips. An example of a video resource that I plan on using with my third graders is via the site www.neok12.com. This site is amazing and has videos broken down into age groups. My third graders are going to learn about the planets on this site with an amazing 13 minute video clip giving insite information about each planet and the order of them in our solar system. Before watching the clip, I will pass out a worksheet for the children to fill out answers to the questions they will only be able to answer if they pay attention to the video. After the video clip is over, I will get everyone’s papers turned in and then we will have a discussion. The students will then be assigned a project that will have them pick a planet in our solar system and create a visual project to present to the class the following week. Science is super fun and I feel that this video will assist my third graders in seeing how amazing our galaxy is. However, there are some downfalls when it comes to videos for children who have behavioral issues such as not being able to sit still, students with vision impairments, and also students with hearing impairments. For students with vision impairments I will move them to the front row seats so they have a better

Though we had very limited number of technological resources, the sisters had a whole slue of videos that were both educational and engaging. According to the article “Why Integrate Technology into the Curriculum?: The Reasons Are Many” by the Edutopia team, “Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. … (It) helps make teaching and learning more meaningful and fun.” Rather than repeatedly throwing the information at the girls in the same way, showing them videos helped to add variety to the presentations and peaked the girls’ interest. In some cases, the videos were used to help stress a point by reiterating something that was said earlier in the

In relation to my Ivan the Terrible essay, this PowerPoint was used as a visual aid while I presented on Ivan IV. We were given many requirements for both the visual aid and the presentation. The presentation was to be 3 to 7 minutes long and representative of all the information we included in our essay. We were graded on how well we knew the information and our performance during the presentation. The visual aid was not allowed to have more than seven words per slide not including the title and no grammar mistakes. We were also supposed to show some form of advanced media within our PowerPoint such as a video or music. The main purpose of this project was to examine our presentation skills,

In regards to the creation of my PowerPoint, I feel as though it served its purpose for speech 3. I brought in my information slowly through the use of animations and as a result, I do not think I overwhelmed the class with information. At the same time, I was able to read the information I included on the PowerPoint and expand upon that information as well without the class getting too far ahead of me. One part that I believe that truly helped me was the way in which I displayed and recited my definitions of addiction. Since I did not include the definition on the slide and instead only displayed the words, it cut down considerably on the clutter and allowed me to add in what I wanted. Because of this, I would certainly use the PowerPoint again, but I do think I would make a few minor modifications to the text and

I’m not exactly the biggest fan of presenting in front of the class so the video essay process is what I choose to do. At first, this was a frustrating project just for the simple fact that technology can sometimes be difficult to navigate. I had a hard time at first finding a software I liked, and there were also times where files wanted to delete themselves. However, after a few hours I decided that iMovie was relatively easy to use. I like the idea of a video essay because you get the chance to record things as many times as you like and you can follow a script. There have been endless amounts of times that I have been presenting in front of my class with a few key points in mind of what I wanted to say, but somewhere along the line the points got left out. I also like the method of the video essay because there are endless amounts of clips, transitions, and effects that can make a video essay fun to create. Overall, I think that the video essay is a great tool for students to use because students can be creative and the video essay eliminates the anxiety of presenting in front of

A video reveals more than what a person perceives. The raw video of my lesson 3 helped me see how I looked to the students when teaching a lesson. What does the students see and hear when their teacher is speaking? Three defining things I feel went well with the lesson and was evident in the video, the guided practice activity, the prepared lesson, and learning experience for all students. The lesson was planned and thought through days before I was scheduled to teach. Having a well-planned lesson is important. Additionally, the guided practice was a fun way to review the content from the previous class. Students enjoyed using the ELMO to review and label the contents on a map. Finally, all students learning styles were supported during the lesson. Including all the learning styles, kinesthetic, auditory, and visual is important to ensure student have the best learning experience possible.

The use of a video as a stimulus contributed to the quality of engagement of other students in our CoI by providing information about our topic and promoting interest, leading to further investigation and discussion (Salton, Burke & Maxwell, 2015). Making this observation highlighted the importance of selecting appropriate stimulus for the inquiry I was planning in my lesson sequence. When developing my lesson sequence I ensured that I chose a stimulus that will connect to and develop the students’ prior knowledge and encourage discussion and promote further questioning (Fahey, 2012; Salton et al.,

In regards to creating the video for each lesson members of the team have been researching several examples that young students can relate too. At this point in our research we are still determining a particular theme for all of the videos. The Penn State Altoona team is still deciding how students will receive digital badges throughout the work book as well. In addition, we have been working on the database design for this mobile application. We are in the process of completing a detailed data model. This model will help us understand the logical and physical design choices in order to help us in the creation of the

First and foremost, I am impressed with Mrs. Smith’s first-grade classroom and her educational style. I am fascinated by her ways in encouraging the students to learn to think critically, to be confident, and to be creative. I interviewed Mrs. Smith about how she successfully manages to teach, to encourage, to discipline, to reward, to care and to show respect to the kids in her classroom. In this interview, she was very humble to relate all of her success to loving her job, and to have gained her experience from many years of elementary school teaching. Additionally, she said that she loves the kids in her classroom as if they were her own children. She added that she treats them the way she would want any teacher to treat and

Video is an effective resource in the classroom for many reasons. It can reach students with a wide variety of learning styles. It brings fresh and timely information into the classroom. It can take students around the globe, showing them people, places, and events that other learning recourses can not. Video helps to dismantle social stereotypes. It can effectively communicate complex information to the students and provide a common experience for them to discuss. With the help of video students discover links between their lesson and the world outside the classroom. The real-life situations in the video-clips are interesting and relevant for the students. Kozma (1991) found that the mix of spoken language, text, still and moving images in video results in higher learning gains than media that rely on only one of these symbol systems.

My artifact was a flip project designed for students so that they could learn about nonrenewable resources and how their uses affect the environment. This flip went along with the Illinois Learning Standard for Science 4-ESS3-1, “To obtain and combine information to describe that energy and fuels are derived from natural resource and their uses affect the environment.” I completed this artifact in August of 2014. I did a SMARTBoard lesson flip project and recorded it in a video so that students would be able to watch it at their own pace, unlike in class lecture. I combined an audio of my voice, a power point like presentation, lots of realistic photos, graphics, and gave many examples to enhance my students’ learning. I provided them with real-life examples so that they would have better knowledge and understanding on the subject matter before we met in class. By doing the lesson in a video, we would be able to have more time for activities and for students to share their ideas. Along with the video lesson plan I also created a quiz so that I could assess what the students learned after watching the video.

Teaching is not just a job that I perform because I expect a reward at the end of each month; it is my passion and I feel extremely satisfied with every successful lesson. I like to help the society, and teaching gives me a great opportunity to do so. I am passionate about educating my students, so I work with them and motivate them to lead them to find inspiration in learning. I use different strategies to engage them and share with them the knowledge.

It is essential for the East Three Secondary School teachers of the Grades 7 -9 students to become familiar with the format, content, and pace of the course before attempting to conduct the sessions. These staff members will require time to meet, discuss, and prepare for the implementation of the course using the resources available for downloading at no cost by Kaiser Permanente Center for Health Research (2015). Not unlike other new programs started at the school, training for the CWS course will be included as part of the school-directed teacher in-service time or non-instructional time where teachers have days in the school calendar without teaching duties.

I was given a year 10 BTEC IT&C class to teach. This class has a mixture of abilities and behaviour. Talking to the students over the term the students that could be said to be “disruptive” would happily tell me that they “did not want to pick this option” and felt they had no choice but pick the subject. This gave an interesting challenge of trying to engage these students with the subject and improve behaviour and the environment of the class in general.