Report: Virtual Trip To The Moon

Do you ever find yourself wondering how you can form a better connection with your students? You are not alone. In her book, Bad Guys Don’t Have Birthdays, Vivian Paley looks for ways to improve her teaching methods and connect with the children in her class. After coming in contact with a school director that was a fan of promoting abstract thinking, Paley noticed that she was neglecting to take her students’ ideas into consideration and in many instances, focusing more on what she knew to be the answer rather than how her class solved the problem. To change her teaching style, Paley thought it would be better to immerse herself in the many different perspectives of her preschool class rather than presuming that she understands

I will try to engage students with a story to start the lesson, which will focus their learning (Moitra, 2014). For example, introducing the lesson on alcohols by recounting their use in our daily life and why they are used in those situations. This engagement allows connection to their lives, they start the class by realising what you are saying to them is important and you are worth listening to (Makodia, 2009). This needs to be told with enthusiasm and passion to show that what you are saying is exciting and fascinating. This will require a range of tone and pace to allow the students to feel like they are hearing an interesting story. Through using gestures and walking around the class I can engage all students by allowing them to follow

To inspire students of all backgrounds and abilities to learn I start where they are. I try to show them that no matter the starting point, as long as they are moving up and forward they are successful. We track their progress weekly by using a data binder. I want them to see that there are good weeks and bad weeks.

An important thing to keep in mind is that if you set a certain expectation for your class or for yourself, your students will attempt to reach that goal, or “will float to the mark you set” (Rose 2). “But mostly the teachers had no idea of how to engage the

Lifelong learning is fostered when the teacher is a mentor and coach who shares an enthusiasm for learning. By demonstrating that fun and creativity are parts of learning, students will be able to find joy in learning. Instead of a behaviorist classroom of skill and drill and motivation based learning, a constructivist classroom is what I plan to implement. With a hands-on approach and self-discovery, constructivism focuses on the journey to discovery and the individual student. One aspect of learning I plan to implement in

Constructivism and explicit teaching styles almost appear to be opposites of one another, especially when used in the contexts of the classroom. The more I read about these two styles the more I thought that if a teacher could use both styles in a harmonious balance the students would have the greatest benefit. Not many students want to sit and listen to the droning lecture of a teacher. Memorizing facts, reading chapter after chapter with no connection to how it will be used outside of school. This old fashion way of teaching typically does not assist students in retaining information. Nor does this help with motivating students to continue reading. I also believe

Cress and Holm begin by examining the different introducing us to Ms. P and her class of first graders. They explain Ms. P’s desire to harness the excitement and engagement she saw during, a pre-Christmas break collaborative creative writing activity, during her everyday lessons. (p.236) Before we get a look at the solution she came up with we get an insight into

“Ignition sequence starts, three, two, one, all engine running, zero, lift off.” On July 16th 9:32 a.m., Apollo 11 was successfully launched as millions watched. Indeed, the lunar mission of the Apollo 11 was a new break through in the field of space exploration. Soon after, however, many controversies were raised on the authenticity of this event. Many critics of the lunar landing believe that this event was a hoax perpetuated to deceive the society. The debate, whether the moon landing of 1969 was a hoax or a true event, continues today.

Observe the students during discussion and use a class list to write down commentaries each kid makes. Take a picture of each building with the children who created it. Ask them to tell you about their makings. Review the concept word strips and use them when commenting on each child’s building. Print the pictures and create a book for the students to look at with their observations and the pictures they drew.

Having the students work in small groups creating poems and phrases about the solar system would help them remember key or important facts. This activity would also increase individual student learning as the group shares their knowledge and facts about the solar system. The postcard activity in the expansion section would give students a chance to use their imaginations while including facts about the planet that they went to visit. Finally, the evaluation section will encourage the students to recall all the knowledge they learned throughout the

It was a chilly day in Washington D.C. at NASA headquarters. It was October 3, 1960. Albert Einstein starts working on an invention to help NASA land the first human on the moon. Albert and Neil begin sketching the plan out to land Neil on the moon. *"It takes like one

Themes • There are several themes touched on in this short story for example, identity, gaining/losing hope, escaping reality, etc. • Identity is explored in the beginning of Going to the Moon when the narrator explains that his parents had emigrated from Italy to Canada. This character tries to find a way to fit into the social/daily norms of Canadian society. o His family struggles to make ends meet, and to feel like they are fitting in his family will eat in the fancy kitchen they have in their house on the main floor when they have people over o To fit in his parents work all the time to try and provide for their children closer to the end of the story, the main character’s jacket zipper breaks and instead of buying a new one, his mother sews buttons on to the front, this leaves him feeling vulnerable because he believes that his peers and Miss. Johnson will see by the jacket

2. Celene who does not usually tell anyone what she feels said she didn't want to go to the dance.

The first stragtey to discuss is her use of effective groupings arrangements. For instance, students are part of a whole group lesson, small group, cooperative activity, and partner work. First, Ms. Sullivan starts the lesson with the whole group seated on the carpet. This is when she introduces both the content and language objectives, discusses the target vocabulary, and explicitly reviews the lesson targets using visuals and modeling. Next, students work in partner groups using a “think, pair, share” strategy. To illustrate, students work together in partner work to discuss how they solve problems. At the end of the lesson, students also work collaboratively in a small group to complete a graphic organizer to reflect on what they learned. These grouping strategies are supported by Lev Vygotsky’s Constructivism theory. According to Vygotsky, discourse and interaction are channels for learning

In this stage some activities that teachers implement are group work activities where student can interact with one another including the teacher in developing a written text using formal academic literature from being shown before when modeling the genre. Also known as macro scaffolding when the teacher plans out goals for the classroom based on the students’ prior knowledge and newfound information (Hammond & Gibbons 2005, pg 12). This stage is an important stage as students are working together and developing their knowledge together. This is also known as ZOP (zone of proximal development). According to Vygotsky’s theory citied in Salmon (2008 pg 457) it is the student levels level of understanding and where their potential of understanding can be through times of social interaction and the task being set. So in context of joint construction stage when students work together and with the teacher scaffolding their writing they are building upon their own knowledge and knowledge they have learnt from the field to contribute to the topic (Kozulin 2003). This is also influenced in the other stages of the learning cycle. Another strategy in scaffolding is interactional scaffolding where the teacher can prompt students to think, which then leads to them working together in building the field and contributing effectively during joint construction. For e.g. if the task set was writing a report the teacher can