FEAP 3 Instructional Delivery and Facilitation: The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to
![Picture](/uploads/4/6/8/0/46806923/editor/new-doc-2017-02-17-1-8.jpeg?1487371637)
a. Deliver engaging and challenging lessons;
I delivered a lesson on cause and effect. I used a PowerPoint to teach the lesson and then there was an interactive part to the PowerPoint. The students would read the sentence and then I would call one student up to click the correct answer. The other students had red and blue paper at their desk and were able to hold up the correct color to answer the questions. Many students understood the lesson but some needed more help. I figured this out when they were asked to text code cause and effect in the passage they had to read.
https://docs.google.com/document/d/1TmjO49J3oseREbRygxEGqic6F8Bmue6pIrNT2f7QrRc/edit?usp=sharing
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
I taught a guided reading lesson about the Greek God Perseus. During pre-reading activities, the small group was engaged in a teacher/student discussion about mythology. While reading, they asked questions of me and the other students. When they completed their reading there was another discussion about the content. When they were done they had to complete an assignment, in their reading journals, naming the characters, setting, and plot.
https://drive.google.com/file/d/0B0X4_yNHMJ0PbjNaUFRvbmd0N00/view?usp=sharing
c. Identify gaps in students’ subject matter knowledge;
I used a pre-assessment with the students to see where their gap of knowledge was with comparing two objects using the correct vocabulary in height and length. I found out that all but one student in my class did not know how to measure length and only a few knew how to measure height.
http://korywallace.weebly.com/ede-4944-level-iii/supervisor-observation-9282016
d. Modify instruction to respond to preconceptions or misconceptions;
I did a small group in reading. The book was called “In the Garden” and on the front cover was a picture of worms in the dirt. I asked the students based on the picture what did they think the book was about. All three of them answered, “worms”. I then had to change my instruction and started asking there where they may find worms. To help figure out the title of the book and what it may have been about, we then took a picture walk. This helped the student understand that the book was not just about worms but all kinds of animals that are in the garden.
https://docs.google.com/document/d/1UXrUxnOX1VaXI2BK9MKYBPRiQEtp2TlNNVTBu32A2q4/edit?usp=sharing
e. Relate and integrate the subject matter with other disciplines and life experiences;
At the beginning of my lesson on text structure, I asked the students to tell me what text structure was. Once they were able to answer that, I asked them to name me the types of text structure. I had to remind them about a lesson that I had taught to them earlier in the semester. I had to dig a little deeper for prior knowledge but they were able to remember all the types of text structures I also used a picture of angry birds for cause and effect. All students in the class had played the game on the phone. When asked, they could tell me what the cause and effect was in the game.
https://docs.google.com/presentation/d/18ubNOlYSWMctWAc523tf7mKLpBIsCCZtQuMHcrukavc/edit?usp=sharing
f. Employ higher-order questioning techniques;
A huge part of my inquiry is the ability to ask the students higher order questions. Throughout my lessons the students are given multiple opportunities to answer higher order thinking questions. During my lessons, I stop while reading and ask the students a HOT question. The question is written on an index card and put under the ELMO so that all the children can see the question being asked. At the end of my lessons, (mostly in science), I give the students an exit ticket that contains a HOT question which must be answered to move on. I do this so the students see and hear multiple HOT questions and it helps with their ability to answer them.
g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;
I did a lesson using technology for my first CT observation. I showed the students a YouTube video called “Birds on a Wire” and then used an interactive PowerPoint to go over cause and effect. The students were able to come up to the computer and click on the correct answer.
https://drive.google.com/file/d/0B0X4_yNHMJ0PWEdhemlENmVuc28/view?usp=sharing 0:00 – 18:15 in video
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
For my three inquiry students I chose a below, on and above-level student. From their Running Records and observations, I structured my instructional time with them according to their learning needs. The below-level needed more one-on-one instruction, the on-level student worked well in small group and my above-level student preferred to work independently. I provided enriching activities for the above-level student. I discussed my three focus students each week with my CT and she provided me insight to their particular needs.
http://korywallace.weebly.com/ede-4942/action-planchart-2
http://korywallace.weebly.com/ede-4942/action-plan-chart
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and
At the end of each math lesson, the students are given an Exit Ticket. Once all the Exit Tickets are turned in, I look through them to ensure that all students understood the lesson. If I noticed that many students got the answer work, I do a couple warm-up problems at the beginning of the next lesson.
When I noticed that many students were struggling with division, I gave the name of a Youtube channel. I had students write it in their agenda to go home and show their parents. This channel, goes over each lesson that when have completed in class. I also did this because many parents were writing notes on homework expressing that they did not know how we were teaching the concept in class. I had one student come back to class the next day and tell me that her mom had used the channel and was now able to help her complete her homework.
https://www.youtube.com/channel/UCePQjEKgqLvUQaN7R3Qvf9Q
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
For my inquiry, I ended it with a questionnaire asking the students 3 questions about Hot questions and Exit Tickets. After reading these questionnaires I learned many things that became helpful to my teaching practice. All students really enjoyed being able to talk with their shoulder partners during HOT questions asked in class. They said that helped them with ideas they may not have thought of and that they would like to continue using it during class. This was helpful information because I was beginning to think that they were talking about things other than the question during this time. I also learned that many students like the Exit Tickets but felt the questions were not challenging enough. I will continue to give Exit Tickets but find a way to make them a bit more challenging for my higher-level students.
http://korywallace.weebly.com/final-internship/data-reflection-blog-5
I delivered a lesson on cause and effect. I used a PowerPoint to teach the lesson and then there was an interactive part to the PowerPoint. The students would read the sentence and then I would call one student up to click the correct answer. The other students had red and blue paper at their desk and were able to hold up the correct color to answer the questions. Many students understood the lesson but some needed more help. I figured this out when they were asked to text code cause and effect in the passage they had to read.
https://docs.google.com/document/d/1TmjO49J3oseREbRygxEGqic6F8Bmue6pIrNT2f7QrRc/edit?usp=sharing
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
I taught a guided reading lesson about the Greek God Perseus. During pre-reading activities, the small group was engaged in a teacher/student discussion about mythology. While reading, they asked questions of me and the other students. When they completed their reading there was another discussion about the content. When they were done they had to complete an assignment, in their reading journals, naming the characters, setting, and plot.
https://drive.google.com/file/d/0B0X4_yNHMJ0PbjNaUFRvbmd0N00/view?usp=sharing
c. Identify gaps in students’ subject matter knowledge;
I used a pre-assessment with the students to see where their gap of knowledge was with comparing two objects using the correct vocabulary in height and length. I found out that all but one student in my class did not know how to measure length and only a few knew how to measure height.
http://korywallace.weebly.com/ede-4944-level-iii/supervisor-observation-9282016
d. Modify instruction to respond to preconceptions or misconceptions;
I did a small group in reading. The book was called “In the Garden” and on the front cover was a picture of worms in the dirt. I asked the students based on the picture what did they think the book was about. All three of them answered, “worms”. I then had to change my instruction and started asking there where they may find worms. To help figure out the title of the book and what it may have been about, we then took a picture walk. This helped the student understand that the book was not just about worms but all kinds of animals that are in the garden.
https://docs.google.com/document/d/1UXrUxnOX1VaXI2BK9MKYBPRiQEtp2TlNNVTBu32A2q4/edit?usp=sharing
e. Relate and integrate the subject matter with other disciplines and life experiences;
At the beginning of my lesson on text structure, I asked the students to tell me what text structure was. Once they were able to answer that, I asked them to name me the types of text structure. I had to remind them about a lesson that I had taught to them earlier in the semester. I had to dig a little deeper for prior knowledge but they were able to remember all the types of text structures I also used a picture of angry birds for cause and effect. All students in the class had played the game on the phone. When asked, they could tell me what the cause and effect was in the game.
https://docs.google.com/presentation/d/18ubNOlYSWMctWAc523tf7mKLpBIsCCZtQuMHcrukavc/edit?usp=sharing
f. Employ higher-order questioning techniques;
A huge part of my inquiry is the ability to ask the students higher order questions. Throughout my lessons the students are given multiple opportunities to answer higher order thinking questions. During my lessons, I stop while reading and ask the students a HOT question. The question is written on an index card and put under the ELMO so that all the children can see the question being asked. At the end of my lessons, (mostly in science), I give the students an exit ticket that contains a HOT question which must be answered to move on. I do this so the students see and hear multiple HOT questions and it helps with their ability to answer them.
g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;
I did a lesson using technology for my first CT observation. I showed the students a YouTube video called “Birds on a Wire” and then used an interactive PowerPoint to go over cause and effect. The students were able to come up to the computer and click on the correct answer.
https://drive.google.com/file/d/0B0X4_yNHMJ0PWEdhemlENmVuc28/view?usp=sharing 0:00 – 18:15 in video
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
For my three inquiry students I chose a below, on and above-level student. From their Running Records and observations, I structured my instructional time with them according to their learning needs. The below-level needed more one-on-one instruction, the on-level student worked well in small group and my above-level student preferred to work independently. I provided enriching activities for the above-level student. I discussed my three focus students each week with my CT and she provided me insight to their particular needs.
http://korywallace.weebly.com/ede-4942/action-planchart-2
http://korywallace.weebly.com/ede-4942/action-plan-chart
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and
At the end of each math lesson, the students are given an Exit Ticket. Once all the Exit Tickets are turned in, I look through them to ensure that all students understood the lesson. If I noticed that many students got the answer work, I do a couple warm-up problems at the beginning of the next lesson.
When I noticed that many students were struggling with division, I gave the name of a Youtube channel. I had students write it in their agenda to go home and show their parents. This channel, goes over each lesson that when have completed in class. I also did this because many parents were writing notes on homework expressing that they did not know how we were teaching the concept in class. I had one student come back to class the next day and tell me that her mom had used the channel and was now able to help her complete her homework.
https://www.youtube.com/channel/UCePQjEKgqLvUQaN7R3Qvf9Q
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
For my inquiry, I ended it with a questionnaire asking the students 3 questions about Hot questions and Exit Tickets. After reading these questionnaires I learned many things that became helpful to my teaching practice. All students really enjoyed being able to talk with their shoulder partners during HOT questions asked in class. They said that helped them with ideas they may not have thought of and that they would like to continue using it during class. This was helpful information because I was beginning to think that they were talking about things other than the question during this time. I also learned that many students like the Exit Tickets but felt the questions were not challenging enough. I will continue to give Exit Tickets but find a way to make them a bit more challenging for my higher-level students.
http://korywallace.weebly.com/final-internship/data-reflection-blog-5