The Students With Different Proficiency Levels

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

What are we asking kids to do when we use the word understand in the learning target? I can understand how to write a paragraph. How do you assess an understanding? Rethink your target when you have words like understand, use, or learn after the "I can" in your target. For example, instead of saying I can understand how to write a paragraph, I can say I can write a paragraph. Another example, I can use a graphic organizer to plan for my writing. Revise by saying, I can PLAN for my writing with a graphic organizer. Keep a strong verb at the front. If you need very ideas, look at Blooms Taxonomy!

In the group experiment only two students engage while the other four were left waiting this could have been improved by having either enough supplies so that student could have each participated or have done the experiments in small groups of three and she would only have to divide her supply. If students are not participate less than 50% of the time it is not productive ((Echevarina, Vogt & Scott, 2013) Last I feel that vocabulary terms could have been advance by having the teacher go over out loud with the class the vocabulary term and their meaning to be sure they were understanding of what she was talking about if applicable use visual to explain. Connecting prior knowledge to new material is imperative for the ELL students to connect to the language we are teaching them (Haynes, J. (1998).

I noticed that many students pretended to not understand and they just wanted to prolong until the class was over. I didn’t think it was necessary to repeat the video maybe more than three times. The teacher gave out the worksheet to the students prior to the video and the worksheet was going to be scored, so the teacher wanted to make sure that the students did ok. Most of the activities the teacher did for the class were limited to one activity and that was to practice with the groups, reviewing and practicing what the teacher just

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

Furthermore, while students were touching and experimenting the mixture, I was around them asking questions such as, what do you think? Is ooblick solid or liquid? How can you tell? Can you roll the substance into a ball? How does the substance feel? Or describe in your own words how does the substance look like. The strategy of asking meaningful questions while students were exploring the mixture made the learning experience more meaningful. Before writing the driving question on the board I played a YouTube video of the book by Dr. Seuss, called “Bartholomew and Ooblick.” It was a long story. Hence, it made it difficult to keep students fully engaged. Next time around I plan on renting the book and reading to students. I enjoy reading to children and I’m a very interactive reader, so that won’t be a

The students generally did well defining key terms (problem #1). By filling out the vocabulary journal during class, they had a reference sheet from which to study. This is evident in Student 1 and Student 2’s responses. Even with the scaffolding in place, the definitions were still difficult for Student 3 who struggles with English as part of her IEP. One of my other students who struggles with language had difficulty in this section as well.

During this activity I was able to get an idea of what we were going to learn, explore, and talk about solid and liquid. At the beginning of the lesson we read a story that involve oobleck, at that time I did not understand why the professor decided to have different color of paper in the text, instead of just taking turns to read. He explain

Proficiency based grading is when they break down what you do in different categories and give you individual grades for each category. While in traditional grading is just being able to remember things for a short period of time and they smashed it all down into one average grade at the end of the unit.

In general, I feel that this lesson was generally successful. The students, for the most part were engaged and thinking about the North East region. During the previous lesson, we discussed that the regions were divided by climate, culture, geography and economy and the students were able to apply those concepts to the lesson. Because they are familiar with this region, because it is our home region, they were able to compare and analyze aspects of this region to the other regions. They determined the climate, culture, economy and geography of this region by activating prior knowledge and sharing what they knew about the

In my lab section this week, we did the osmosis and diffusion lab. In the prior week in the pedagogy seminar, we learned that many students both in science majors and outside had many misconceptions about what diffusion and osmosis was. When I was preparing to go to lab, I wanted to ask a few questions to each group to see if they knew what diffusion and osmosis was to see if any of the students had any misconceptions. When the students started doing lab, I went around the groups to see if they did diffusion and most if not all of them seemed to be on the right course. They understood how tiny particles go from high to low concentration and most of the misconceptions listed was not an issue for the students. Similarly, when I went around again

Proficiency grading is not a set in stone grade it gives people the opportunity to retake or fix any grade they need to.

The second question I asked was “ Can you tell me what you know about them?”, I realized that with this question I wasn’t getting enough detail because most of them weren’t familiar with the solids. Student A was so detail about his description, he stated “(liquids) Are wet, they are very juicy” he didn’t know what was a liquids but he pointed at the images. Student A also said “(Solids) are hard” pointing at the solid images. I restated the question differently; I said, “How can we tell the difference between the two?”. Student B said that the solids were mostly tools and the liquids were “water things”. As you can see some of responses were not what I was hoping for. I was considering not mentioning these questions but they very important, and would help me see if the students can describe and if they can