FEAP 1 Instructional Design and Lesson Planning: Applying concepts from human development and learning theories, the effective educator consistently
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
When writing lesson plans for this class, I look on Cplams to find the correct standards that I will be working on with the students. I do it based on the end result of what I want the students to get out of my lesson. I match the standards to the individual levels of the students. b. Sequences lessons and concepts to ensure coherence and required prior knowledge; When I begin to plan a unit in math, I look at the curriculum guide provided by the district. This guide helps me decided what to teach first because some lessons require the students to have prior knowledge to master. For example, when teaching about angles, students needed to pull out their prior knowledge about angle types (acute, obtuse, right and straight). Then they were taught that a right angle always measured 90 degrees and a straight angle measured 180 degrees. When finding, the unknown angle measure they need the prior knowledge of the degree of a right angle and a straight angle are. c. Designs instruction for students to achieve mastery; For each of the math lessons I teach, the students are given many opportunities to master the concept. I begin each lesson with a warm up that contains a problem to which the students need to use the strategy from the day before to solve. Then we create a KWPL chart (Know, what do we need to find out, Plan and Learn) together and the students and myself read the question. I then ask the students to tell me what the important information is in the question. We highlight that information and then write it in the Know portion of the KWPL chart. In the “What do we need to find out” sections we put the question that needs to be answered. Finally, we come up with a plan to use. We then solve the problem together. After the KWPL chart is complete, the students are given multiple practice problems before being released to complete independent work. This method helps students master the concept that is being taught. Picture located at bottom of blog. d. Selects appropriate formative assessments to monitor learning; During each of the lessons I taught, I used a checklist to monitor whether the students understood the concepts and followed directions. There was also a place on the checklist for comments if needed. I also gave the students an exit ticket that were grade level appropriate. Pictures of the formative assessments I uses can be found at: http://korywallace.weebly.com/ede-4944-level-iii/supervisor-observation-9282016 As I have moved on into my final internship, I have become better acquainted with using formative assessments in my classroom. I have begun using Exit Tickets at the end of each of my Science lessons to see how the students could comprehend the information. During discussions, I walk around and ask clarifying questions to enhance learning. If I notice that most or all the class is struggling with a concept, I will go back to the ELMO and show them how to do it. e. Uses diagnostic student data to plan lessons; and After I gave my students the pretest, I make a table that contained the names of all the students and each question. I then went through each student test and marked an “x” in the box if that student got the answer wrong. This allowed me to see what the students knew and what I needed to focus on during my lesson. Before making this assessment, I talked with the other kindergarten interns and the CTs and we went over what the students needed to be able to do after the lesson was complete. After my lesson from day 1, I talked with my CT about how things went and what she noticed about my lesson. This helped me make the necessary changes to day 2. http://korywallace.weebly.com/ede-4944-level-iii/supervisor-observation-9282016 f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. For my second supervisor observation, the students were creating Galley Walk posters. To begin the lesson, the students were asked to read the section in the Science book about their type of Erosion. The process required them to decide and pull out the important details that related to their topic. While working in small groups, they were expected to work well with each other and complete their poster while following along on the rubric that was given to them. At the end of the lesson, students were given an Exit Ticket that asked them to explain the difference between weathering and erosion. They were expected to use their Science book for text evidence for their answer. https://docs.google.com/a/mail.usf.edu/document/d/1KihYjtWjX1pTYMAg0xHO-T053oBnh6MGQKu62g58M_0/edit?usp=sharing |