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January 12, 2017 (Thursday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be improved?
(What happened?) How? What will I do differently? How does this connect to the theory
that I have learned in class?)
Classroom This form of managing students seating plan encourages the
Management: students to pay attention to the teacher in a circle. The students
Students were arranged faces are directed towards the teacher. This orientation offers
to sit together in a better monitoring as the teacher can easily overlook the circle to
circle during devotion. see whether students are attentive or not. The circle also serves
It was a strong rule that as a great venue for a discussion instructional mode to take
everybody must be in place. All the students can observe and interact with their
the circle. classmates better.

Unfortunately, this area and topic is something that I am


currently unacquainted with. Hopefully, in the upcoming
Classroom Management course I can learn more about seat
orientations and whatnot.
Brain Blender: This is For an IB student this type of activity is effective for increasing
a classroom activity awareness of the different ways a student is assessed. This
introduced in the activity also forces the student to evaluate and reflect before
beginning of the class. being assessed for their understanding. Going through the rubric
(An opener) and the criteria helps the student to focus on certain skills and
improve their performance. However, the downside of this
Mr. Red pulls up a approach is that the teacher loses the holistic aspect of learning.
PowerPoint Slide that Although it is true that the rubric is based upon holistic
contains the IB approaches towards a certain subject, the students cannot
Curriculum explanation experience holistic learning through a segmented approach. As a
of a single component. teacher, we would have to somehow integrate the different
This component was aspects but value each aspect equally. This philosophy is easier
Criterion C: said than done, especially if subject values correct answers
Communicating in rather than the process. Unlike Mr. Red, I would attempt to first
response to spoken draw the big picture with which expectations are set for a task or
and/or written and/or an activity. Then I would zoom in and focus on different specific
visual text. Student are criterions but still retain the importance of the others. For
asked to write several example: To do well in C you not only need the skill to achieve
ways their content can C, but also need to well in A and B. Then again, this form is
be applied to the thinking is quite a perfectionist attitude, but I think it is
component. The student important to stress how the relationship between the criterions
responses are recorded are interdependent and are not isolated.
in their class notebooks
and what they wrote are I hope to learn more about introducing assessments in the
later discussed after 7 upcoming pedagogy classes to be far more conversant in this
minutes. topic.

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January 19, 2017 (Thursday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be improved?
(What happened?) How? What will I do differently? How does this connect to the
theory that I have learned in class?)
Name game The game introduces the students name to me in an effective
Each student says their way:
names with a
corresponding object that How this method is effective
starts with the same 1. Students were involved in the game
letter. 2. Students get to repeat the name
(which they enjoyed and rewarding
The game was initiated for me)
to introduce the names of 3. Students can see that I genuinely
the student. want to
know them better as an individual

This little game activity is certainly one of the methods that I


will consider using upon the next 3-month teaching practicum.
Unfortunately, only the grade 6 students did this activity
which means I have to learn the grade 7s over the week. To
some extent, this is an example of play-based learning that I
have read about in Act of Teaching.

Accomplishing one Following this method of forming assessments is effective for


curricular component at grade 6 students. The students at this age are slow in
each unit. processing directions and methods, (some may be more
The Drama unit is advanced than others) but it would be good to scaffold learning
focusing on for younger learners.
Criterion D:
Using language Examples:
in spoken and/or 3-step instructions generally when instructing students
written form on what to do
1 focus at-a-time when giving instructions for students
to follow up

This information I received from Mr. Red relates to what I


have learned in Educational Psychology. Different grades and
different students have different psychological profiles. It is
my job as a teacher to meet it.

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January 30, 2017 (Monday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be
(What happened?) improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Grade 6 English (Me) I think I should not have spoken over the students. For a
Class was getting a little too couple of times I tried to get their attention but eventually
wild. I spoke over the gave up and competed with their volume. One way I can
students. I did not shout but it improve in this area is to have a signature gesture to get
felt like I was competing for the class to stop talking. Mr. Red suggested to do a fake
their attention. sneeze. This is his method to get the whole class to drop
whatever assignment they have and focus on him.
Although this is more of a class management issue its
related to how I develop lesson. My procedure may not
effectively reach the objectives of the lesson. Relating
back to what I learned in Intro to Teaching, Teaching
Redemptively discusses the importance of asserting
creative tension for learning. Class may get out of hand if
the students are far more interested in teaching than
learning.
Grade 6 English (Me) I think the bell-work is not effective because the activities
Bell-work was not effective. are not light. If I had given only the first question, it will
Many students did not get the be a somewhat effective opener. The second activity was
right definitions in their not a skill the students have mastered. Without fluency in
books. Their answers to the the skill of summarizing it would be unrealistic to expect a
second questions vary, but summary of story in three-four sentences. To improve this
some answered with Echo activity I have to make sure any activities I pass on to
and Narcissus (indicates that them are appropriate for their age and ability, This is
they do not understand the possible by spending more time on research of student
question). Each student profiles in different educational resources. It is my
answered the following weakness that I tend to create content for secondary
question for their opening students not for those in their younger years. This idea
activity: relates to how it is important to tailor lessons to students
general skills and interests. This is what I learned in
1. Define myth Teaching Alignment II where we discussed that is vital for
2. Summarize a myth teachers to have content that is relevant to all parties
that you have heard taking part in the childs education.
Grade 7 Design (Mr. Red) Opposed to the heavy opener in my last entry, this is an
3. Mr. Red conducts example of a meaningful way of opening a class. This
opens the class with method allows students be heard and treat them more as
an activity that is humans than just students. One issue with openers like this
relevanthe asked is how the opener will be detached from the whole process
students on what they in the lessons development and conclusion. This method
did on the weekend. could further be applied in a constructivist method,
whereas students are scaffolding their learning through
personal experiences first.

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January 31, 2017 (Tuesday)

Observations or Account Reflections and Critical Responses


(What happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Grade 7 Social Studies This game is significant to the topic of discussion. The
Guess the Place! pictures of Chinatown in Glodok (Indonesia) and San
A game where students must Fransisco and the Little India in Singapore gives a
guess where a place is. This is visual representation of the spread of culture. I did
tricky because there are pictures two classes where I reveal the answers after showing
of Chinese structures not in China them the pictures altogether and reveal the answers
and pockets of Indian cultures in consecutively after a picture. I think revealing the
Singapore. If the students get at answer right after each picture engages the student
least 2 pictures right, the teacher and heightens their thinking abilities (even if its for
will do an Indian dance for them. beating the teacher). This activity is an excellent
But if the students lost, they are to opener for class because many students are intrigued
respect the teacher by bowing by the placement of the structures and the locations.
down to him. At times students are so intrigued that they stood up
and analyzed the pictures. (A good indication that they
were interested)
Grade 7 Social Studies This is an activity conducted
Iceberg Activity: in the class that serves as the formative assessment. It
This activity is based on Edward helped the students to investigate the reality of
Halls iceberg model of culture. culture in their lives. Surface level questions are:
The students are answering What music do you listen to? What type of clothing do
questions that guides their you wear in parties and events? The deeper level
thinking on the surface (traditions questions focus on exploring why students are
and various social activities of doing their cultures: Why do you listen to music like
cultures) and under the sea that? Why do you wear that type of clothing and not
(cultural beliefs). others? These questions engage the students to further
their understanding of culture and how it relates to
them. This relates back to the cultural theory I have
learned in ICC. This activity also applies the Biblical
Framework of understanding that God has gifted us
and split us with differing qualities as a humanity.

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February 1, 2017 (Wednesday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be
(What happened?) improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
My own class Grade 7 As I have previously described, the students had a hard
Investigation in the first class time conducting their investigations. In my lesson plan, I
went terribly. Students were assumed that giving 10 minutes would be enough to look
not given enough time to for cultural objects. However, I failed to count in the fact
investigate about their own that they need more time to struggle with the subject
cultural objects. They were because the knowledge that they learned are still fresh.
too focused on their own After consulting with the teacher, I learned that giving
work and getting them back more time for the activity will help the class to be more
to discuss about their findings confident with their findings. In the next class I applied the
were difficult. The Think- solutions and it turns out giving an extra five minutes
Pair-Share part of the period significantly affected the classs attitude towards the
did not produce quality and activity. Although this is more in the area of classroom
meaningful discussions that management, this relates to the student profiles that as a
can contribute to their class we did in Intro to Education. I approached the grade
learning. 7s as if they are in grades 11 and 12. This helps me
understand that the grade 7s require a different approach.
Grade 7 Social Studies This experience with time management helps me to
In the class, we only covered understand the amount of time I need to give the grade 7s
2/3 the objectives that I have to complete their activities. The objectives took longer to
planned. Although the achieve because the students were stuck in their
objectives are not reached, investigation. However, I feel like I made the right
the class is learning to dive decision to limit the lesson in accomplishing two
into a deeper aspect of the objectives because it would give more time for the
culture. students to wrestle with the subject matter. It was clear that
they needed more time to complete their activities and it
took a lot of effort to complete it. Next time in a lesson
where the students are required to perform exhaustive
thinking, it would be a good idea to give them enough
time and limit their workload to get a balanced and
rewarding learning experience. This aspect of lesson
planning relates to what we discussed about in
Instructional Alignment II. I have to be SMART with my
objectives and that includes forming activities that fits the
abilities of the students.

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February 2, 2017 (Thursday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be
(What happened?) improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Mr. Red The different ways this game is enjoyable is from the fun
aspect of it. Having students laugh and volunteer to be part
A game-like simulation to in the game is effective. This is a certain sign of creative
represent the importance of tension. However, his method in the two classes he taught
organizing content on a resulted differently. In the first class, there were much
magazine to be aesthetically involvement and almost all the students paid attention to
pleasing. the activity. In the second class however, around 3-4
students did not fully pay attention and separated
This game involves the themselves from the group of students involved in the
students rotating one blind- activity.
folded student for 3 times.
After made confused, the From observing this activity, there are several areas that
student is given a pin with a can be improved. One area is class management. The
part of a magazine and place students in the second class were cooped into a circle that
it on the blank layout. might inhibit others to be involved. I think it would be
better if the teacher made sure that each student are in the
This process is repeated after circle. Another issue is safety. Pins and needles are not
all the contents of a magazine safest materials to use in the classroom for a
is pasted. Students are then demonstration. I think it would be best to substitute the
given the opportunity to pins with a double tape that could be safer to use with the
arrange the contents students. Finally, the teacher did not properly teach a skill
according to what fits. for an aesthetic organization of content. Although his aim
was that, the procedure is not necessarily effective to
address the issue of unaesthetic organization. The issue
he addressed is not the idea of ordering content with an
artsy sense, rather the importance of not being blindfolded
and confused when forming a magazine. Trading an
effective procedure for humor is not a wise choice.
Especially if the students are grade 7s.

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February 3, 2017 (Friday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be
(What happened?) improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Instruction about the This form of instruction is effective as students can
summative assignment. visually see the rubric and ask questions about it.
Showing content on the Answering the students on the spot helps them to clarify
presentation. Question and the different points that are mentioned in each assessment.
answer session. Providing Questions entices engagement and this teacher employs
examples of the assessments. them effectively. The personal assistance helps the teacher
Offering personal assistance to communicate directly to their students. This method
after. helps the students understand the content better and they
will feel appreciated. Connecting it to what we learned in
class this is a discussion instructional mode.
Todays objectives A Students are given objectives to follow from the start of
magnetic laminated sign the class. The sign serves not only the class but also the
posted on the whiteboard teacher to be able to stick to the schedule and efficiently
use his time. This is a great strategy as it is an example of
an environment that encourages goal-driven learning as
students are accomplishing tasks. I would utilize this area
of the classroom more as a teacher because I think it will
be especially helpful for me as a greenhorn teacher.

Zone of Proximity Process I personally think that this is one of the most effective
Centrifugal method of ways to teach mood and atmosphere in literature. It is a
describing tactile and visual method of learning. A way of learning
often neglected in secondary literature courses. Grouping
Students are given the task to students to work together engages their learning. Although
organize descriptors of students are often assessed individually, teachers would
mood/atmosphere on a forget that their learning can be done collectively.
specific passage of The Great
Gatsby. On the passage are Throughout the activity 5 of the 6 groups was keen to do
included guiding questions the activity. The activity also helps the students to learn
upon which will help them key words that are related to mood and atmosphere.
reveal the primary and lesser Complex words like whimsical, pretentious and
tones. abhoring are included as part of the many descriptors
they can label in the activity.
According to the activity,
discovering the tone of the As a possible literature teacher, this is one of the many
text will lead the readers to methods I would wish to incorporate in my teaching. For
understand the mood and the time being, this activity is like a golden nugget in the
atmosphere of the specific amassing number of literature class activities. This activity
passage. is a great activity because it relates back to what I learned
in Instructional Alignment II about the importance of
meeting different learning styles and engaging students in
class through different forms of activities.

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February 6, 2017 (Monday)

Observations or Account Reflections and Critical Responses


(What happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Mr. Red Everyday edits is a helpful resource to pull out from for
activities for grammar exercises. This activity serves as
Introduce an English Tutorial the opener as it helps students to critically think about
lesson using Everyday Edits. their grammar and it sparks their creative tension.
These exercises is an article Although the teacher did not point out a certain reward,
about a subject that usually has the students seemed happy enough to compete to get 10
10 grammatical errors. Students grammar errors on the article.
are given around 5-10 minutes
for each article. The students are I think this form of an opener is effective if used time to
given the freedom to choose the time. From my observation, my teacher seemed to choose
articles that they prefer. In each this activity as his safe plan for an opener. However, this
tutorial, they have to articles to activity promotes only the act of correcting grammar
work on. After their individual rather than the act of writing in good grammar. Yes there
work the teacher gather all the is value in being critical about our own writing, but arent
students back to talk about their the majority of our writings and thinking done without
findings. evaluations? I think as a teacher I would like to make sure
my procedures help me to effectively meet the goals of
the learning. I would do things differently by encouraging
students to be creative and write in good grammar. Again,
this good grammar is not for the sake of meeting a set
standard, but in the reassurance that the student can
communicate his ideas clearly.

Of course, this opinion is something that depends on the


context too. If I have a clearer picture of his objectives
which was not available on paperI can give a fairer
judgment.

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February 7, 2017 (Tuesday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be
(What happened?) improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Grade 6 English Compared to all the formative assessments I formed, I had
I walked around the class and no idea something as simple as this can count. As I walked
asked each group about their around and asking questions about their progress, it was
progresses. Mr. Red informed clear that this casual style helped me to ask questions that
me that this was a type of can guide them. I always thought that presenting guiding
informal formative questions on the board or printed in paper would orient
assessment that I can conduct their thinking. However, through this experience I
during group work and discovered that to really help students to be oriented
discussions. This day was a towards the subject goals and expectations I must be
dedicated to practicing the personally involved. I saw that as a teacher that I distance
drama and I had the chance to myself from students. This distance can be good in terms
help them understand the of privacy, but I should not be too comfortable thinking
expectations and their means that the distance will help my students. This experience
to achieve them, relates back to what I learned in Instructional Alignment II
where I learned that engagement is a quality of good
teachers. I hope to be able to engage more with students
and avoid creating too much distance that is based to meet
my own personal comfort.
Grade 7 IS It was fun to be able to engage the students through
Brought the class outside to humor. Acting as Mr. Fyodorovski, a biology from Russia
introduce them to the idea of made most of the students laugh. It was great too because
forming stories that are it became a method that I can apply to get the students
realistic. In the process of attention. Other than my acting abilities that needs
bringing them out, I acted as improving, (obviously) finding a professional actor act out
a Russian biology teacher. In would be much more helpful. This is possible through
the process, I explained the using YouTube as the medium of instruction. However,
traits of a Saman tree to this would mean the students lose a significant part of
convince the students. This realia that a real-life example gives. This part of the lesson
opener lasted for around 5 relates to what I learned about openers in Instructional
minutes. Alignment II. It links back to the category of openers I
learned; I applied my knowledge of an opener that
introduces the lesson topic through this activity.

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February 8, 2017 (Wednesday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be
(What happened?) improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Follow the Leader Game: As an opener, this activity is effective overall. It invites the
Initially, this is a game that students to express themselves and interact with their
had help the grade 6s to classmates and teachers unconventionally. It also involves
loosen up for their drama physical movements, which gives a sneak peak of their
performances. Thinking that formative dramas. The activity went well because most of
the same thing will work the students are encouraged to express themselves. During
twice, I repeated this opener the activity, more than 18 students in the 22-student class
in the hopes of improving showed interest and are paying attention. However, the
enthusiasm in the class. classroom turned chaotic after a few minutes. The noisiest
Like many teaching stories, of the students are primarily the boys. I think in this activity
my idea backfired and the I did not provide certain limitations that can control the
students grew quite hectic class. Instead of being an activity where students can
and uncontrollable. express emotions and observe their peers, the students
seemed much more concerned with exaggerating
The teacher in this activity expressions into outbursts to gain attention.
serves as the leader for the
whole class. He/she will act Primarily I think this activity was not controlled because I
certain emotions and/or had not enough background in classroom management. I did
scenes and the students will not foresee that I must limit the students or to guide them.
have to follow right after. I Next time I will have to learn about managing a class
adopted this activity from specifically, a grade 6 class. I honestly have no idea where
watching this YouTube to begin and Im looking forward to the Class Management
video: course to learn several theories to put into practice.
http://www.youtube.com/wa
tch?v=zhmcVVTS3ml

Visiting professors Part of the feedback that Dr. Espiritu gave was the
feedback need to state the importance of putting limitations alongside expectations in
limits of activities or an activity. This is important because the task of cultural
students might overdo it and drama that I gave had expectations but no clear limiters.
burden themselves. From what I learned in ICC, the Indonesian culture (perhaps
most Asian cultures) have a very serious and competitive
attitude towards assigned tasks. As I have experienced too,
without clear directions of what is expected, a reflection in a
SPH school could easily extend to 2-3 pages. Putting
limitations like a 1 page limit help students to be more
focused and increase the quality of their work.

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February 9, 2017 (Thursday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be
(What happened?) improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Freewriting 5-minute period This type of freewriting in the beginning of a class is a n
effective method to spur the mind in the morning. A class
Provide a rationale to the of 11 graders, it is difficult for the students to be engaged
question: Travel to the past or due to their often-cited apathetic attitude. A question that
the future? involves them and invites them to think counters that
issue. Not only an engaging activity, the exercise also
The students then discuss trains students to write a rationale. Being an IB student,
their own answers along with rationales are often associated with the 4000-word IBDP
the rest of class. The teacher Extended Essay. As a former IB student I see the face
takes the opinion of two value of doing an activity like this.
students and then are
bombarded with questions Despite the great use of the activity however, the activity
like: Can we change the engages the students only on paper. The discussions are
past? Or are we just not reflective of their thoughts or their answers as they
visitors?. For about a good worry more about the intricacies, presuppositions and
minute or two, the teacher assumptions. As a possible improvement, the question can
have to explain to the be made more specific. By making a specific and
students of his expectations. answerable question, the discussions can be driven and
In the end the teacher had to help the teacher to direct students to prepare before
quickly progress to the next receiving any content. An anticipatory set should help
part of the lesson. students focus with the topic at handin the case of the
class: atmosphere. This idea relates back to what I learned
in Instructional Alignment II about anticipatory sets and
how they are supposed to engage, relate back to previous
knowledge and help students focus for the students
learning experience.
Provided resources of helpful This corner in the room helps students to be less
methods of literary analyses, dependent on the teacher for certain questions. Although
formatting and lesson the resources are still provided by the teacher, it helps the
instructions on one area of students to be inquisitive.
the class.
Stations like these help students greatly when revising
The board has print-outs of their papers and writing them. It is also important that
MLA format papers and students are driven to be independent in matters like
different sets of rules formatting to be prepared for higher education. If this
regarding the MLA style. corner was my corner I would often refer to it to remind
students that they have resources available and take

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examples from the resources when teaching. Like
textbooks, unless a specific instruction is given, students
will be reluctant to read helpful information. This corner
reminds me of what we learned in Instructional Alignment
1 when we discussed on what it means to make a
classroom environment for learners.

February 10, 2017 (Friday)

Observations or Account Reflections and Critical Responses


(What happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
When I arrived in the class at Although very abrupt, I think this practice is an effective
lunch time, I encountered an form of classroom management. Taking the students out of
unusual scene. Because it was the class for a brief time helps them to refresh and slow
the period before their down. Re-entering the class will recalibrate their attention. It
performances, the students was great because I remember that the week before I had to
went in early to practice. In fight to get their attention. I learned that for students to pay
turn, their practice turned the attention, it is not wise to talk over them because it adds
class into a hostile more noise in the classroom. Rather, it is better to be quiet to
environment. Everyone was signal that I require their attention.
shouting and screaming and
tramples of their feet coronate I can improve this managing technique by adding more
my arrival. activities after having them re-enter the class. I saw that my
co-operating teacher would ask the class to take a couple of
To control the atmosphere of deep breaths to get them in tune. To add to my method, I can
the class, I took out the class in incorporate this activity.
the hallway and get them to re-
enter the class. Upon re- This activity is one of the experiences that I realized I need to
entering, the students had the have the Classroom Management course sooner. I hope to
chance to refocus and quiet learn more in the near future so that I have several tricks in
down. my sleeves.
As I was assessing the Grade It is interesting that this activity was the peak of all my time
7s in their drama assessments, in the two-week practicum. This assessment is the summative
I had a hard time grading them assessment of the Cultural Diffusion mini-unit that my co-
because of the nature of the operating teacher and I worked on. Fortunately, I had some
assessment. practice from my other Grade 6 class with their English
Acquisition Dramas and I had some experience in grading a
The assessment can only be lively one-time assessment.
observed once and I had to
write quickly. It was difficult I encountered difficulties when I realized I had more
to balance the times I would criterions. To add content as part of the rubric changed the
look at the students whole assessment experience. Before I had only graded the
performance and the rubric. grade 6s on their communication skills and I only had to note
After everyones performances whether their voices are clear and loud enough for the
it was difficult to remember all audience. Now I had the extra weight of recording the

12
the 6 groups. Although my different contents they were delivering. Thankfully, most of
notes on the rubrics help me to the students surpassed my expectations and showed their
objectively grade my students, masterful understanding of the unit. If I had to re-do this
it would feel unfair at times assessment, I would require students to record it live so that I
because I would remember one can assess their learning much more objectively. I also must
group more over than the anticipate the presentations and not easily be overwhelmed
other. by little changes. This experience relates to what I learned in
Instructional Alignment 2 concerning assessments.

March 2, 2017 (Thursday)

Observations or Reflections and Critical Responses


Account (What do I think of it? What went well? What could be
(What happened?) improved? How? What will I do differently? How does this
connect to the theory that I have learned in class?)
Before entering the class, When I first saw the video, I thought about the outcome of
the class had to do a applying into an Indonesian context. I hypothesized that the
handshake that the class handshake activity would have less participation because of
shares. the formality of the culture. However, the class was far
more energized than anticipated. After I showed the whole
After having everyone come class the handshake, I could hear the continuous slap sounds
in and shake my head, the (because of their slapping hands) across the room.
class seemed to be paying
more attention than usual. The following day when we attempt to use the handshake as
a ticket to enter the room, the students were far more
Leaving the class around engaged in class. For example, they were laughing and
seven students asked to do raising their hands up more. I learned from this activity that
the class handshake on the setting up an environment safe for learning can be done
way out. not only in the means of a physical environment. Social
environment is a vital part of this forming a learning
This activity is adapted environment because students may find it easier to voice out
from this video: their opinions. This activity relates to what I learned from
http://bit.ly/2jyroaR the Jere Brophy article in Instructional Alignment I, where I
learned that it is one of the twelve characteristics of an
effective teacher.

13
The teacher used a series of I think this mode of instruction is effective when breaking
pictures to introduce the down assignments into steps. Often, some teachers would
investigation task. The task leave students with rubrics without giving a follow-able
was for the students to instruction. Showing the students how to complete their task
analyze the geographical (without doing it completely) helps the students to have an
features of certain areas. idea of what is expected. Setting up a sample of the
assignment is effective because the students have something
The students were asked to to refer to when they are confused. However, leaving a
seek a place where they template or a sample to follow may limit the students to
would consider living their simply meet what is required. To prevent this, questions in
whole lives in. the assignment can be a question applicable to various
geographic locations. Case study questions can be useful
when attempting to assess with this intent. Questions like:
If you were to live here for the next 3 months, explain the
five different steps that you would take to adapt to this new
environment. Questions like these stir up the students
creativity and providing sample answers would be more
helpful than detrimental because of the nature of the
assessment. If the sample answers are answers to non-open-
ended questions, it would not really help students to think
for their own. This experience relates back to what I have
learned in Instructional Alignment II where I learned that
assessments should not simply be a yes or no question.

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