The author provides sample assignments for each content area. Choose 5 assignment you feel you might implement in your classroom. Then answer the following questions:
1. Why did you choose this assignment?
2. How might you tailor this assignment for your teaching style or content area?
Friday, July 13, 2012
Chapter 9 - Questions
Students learn in different ways. Chapter 8 explored different means of delivering instruction and now we need to look at different ways of student learning. There are times when students need to work alone, but learning how to work in groups and with partners is a life-long skill that employers are looking for in the real world. Chapter 9 looks at different ways for guiding student learning.
Summarize each of the following types of learning.
1. Learning Alone
2. Learning in Pairs
3. Learning in Small Groups
4. Cooperative Learning
5. Learning in Large Groups
Summarize each of the following types of learning.
1. Learning Alone
2. Learning in Pairs
3. Learning in Small Groups
4. Cooperative Learning
5. Learning in Large Groups
Chapter 8 - Reflective Activity
Choose one of the 5 teaching techniques explored in Chapter 8 and answer the following questions:
1. Why do you think this teaching technique is important?
2. How might you integrate this technique into your classroom?
3. Have you ever experienced this technique in your education?
4. Did the teacher use the technique successfully? Why or why not?
1. Why do you think this teaching technique is important?
2. How might you integrate this technique into your classroom?
3. Have you ever experienced this technique in your education?
4. Did the teacher use the technique successfully? Why or why not?
Chapter 8 - Questions
In order to keep student attention and have them actively engaged in learning, the teacher needs to implement a variety of teaching practices. Chapter 8 explores 5 different delivery techniques.
Please summarize each of the following instructional techniques. Write one paragraph for each technique.
1. Teacher Talk (Lecture)
2. Demonstrations
3. Inquiry/Discovery
4. Strategies
5. Games
Please summarize each of the following instructional techniques. Write one paragraph for each technique.
1. Teacher Talk (Lecture)
2. Demonstrations
3. Inquiry/Discovery
4. Strategies
5. Games
Chapter 7 - Reflective Assignment
Many times educators use the exams/tests which come with the curriculum, but there are times when we need to create our own assessments. Learning to write a good assessment come with practice. The author gives guidelines to help you learn to create quality test questions. Complete Exercise 7.1 found on pages 287-288. You might want to write this assessment for your Unit of Study (Chapter 6) so it may be more meaningful.
Chapter 7 - Questions
At the end of a unit or lesson, we want to know if our students understood the material being presented. This learning is documented through different types of assessment. Having a variety of assessments are needed to ensure that all students' learning is being accounted for. Chapter 7 looks at the types of assessment and how to create tests and quizzes.
1. What is the purpose of assessment? (p. 258-259)
2. Define the three stages of assessment. (p. 261)
3. How might you assess what a student says? (p. 261-262)
4. How might you assess what a student does? (p. 261-262)
5. How might you assess what a student writes? (p. 263-264)
6. What do you feel are some of the important points the author makes about grading? (p. 276-270)
7. The author describes 12 different types of assessment items. Choose 4 you feel you might use in the classroom and briefly describe. (p. 276-282)
1. What is the purpose of assessment? (p. 258-259)
2. Define the three stages of assessment. (p. 261)
3. How might you assess what a student says? (p. 261-262)
4. How might you assess what a student does? (p. 261-262)
5. How might you assess what a student writes? (p. 263-264)
6. What do you feel are some of the important points the author makes about grading? (p. 276-270)
7. The author describes 12 different types of assessment items. Choose 4 you feel you might use in the classroom and briefly describe. (p. 276-282)
Wednesday, July 11, 2012
Example Lesson
American Symbols Unit - Lesson #3
Determining Importance of the American Symbols
7th Grade Social Studies
Duration: 3+ class periods
Objectives:
The students will research three American Symbols using the graphic organizer provided.
The students will determine main ideas by organizing their notes.
The students will create a Keynote/PowerPoint slide sharing the importance of each symbol. One slide will be created for each symbol.
Rationale/Standards:
Materials Needed:
Reference materials
Internet access
Note Taking Graphic Organizer
Keynote or PowerPoint
Introduction/Anticipatory Set
At the beginning of class, hand random students a picture of an American Symbol. Have each student show their symbol and see how many students can identify the symbol. Explain that the students will be choosing 4 of these symbols to research.
Input/Lesson
Model for the students how to find nonfiction research materials from which to gather their information. Have the students use the provided list of resources to guide their search. Model how to read the passage and record key points onto the graphic organizer. Then show how to take the key points and organize them onto a presentation slide.
Independent Practice
The students will research the symbol, record key points, and create a presentation slide. Monitor student work and make adjustments as needed. Watch for student who might be in need of assistance.
Closure
Ensure that all students have completed their slides. If not, make arrangements for finishing. Let the students know the next step in the process is to present the slides in the next several class periods.
Check for Understanding
This will be done using an informal evaluation. During the monitoring student work time, attend to those who are in need of additional help and time.
Example Introduction
American Symbols Unit
I. Goals of the Unit
a. The students will identify several American Symbols (SD.SS.W.1)
b. The students will determine the importance of the American Symbols (SD.SS.W.2)
II. Unit Summary
The goal of this unit is for the students to explore several of our Nation’s symbols. They will identify several symbols, summarize their history, and share their importance to America. The students will also create a new symbol which they feel represents America. They will create their symbol, and justify the reasoning why it should be included in the American symbols. To share their information, the students will create a keynote that will be presented to the class.
III. Instructional Objectives
The students will:
1. Identify 4 American symbols
2. Summarize the history of the symbols
3. Determine the importance of the symbol to America
4. Create an American symbol
5. Present their American symbol Keynote
Chapter 6 - Unit of Study
Chapter 6 – The Instructional Unit
In this chapter the author walks you through how to write a unit of study. So much of our lesson planning is done in the form of units. Most text books are organized in units with several chapters devoted to a unit. Being able to write a unit is essential.
Part 1: The Introduction (follow the description on pages 217-218)
Your unit of study should include an introduction. The introduction helps focus your instruction so that you are clear on your expectations and what you want the students to learn. Use the following outline to write the introduction. I have included a sample introduction to help guide your writing. The textbook will help define and explain any section that is new to you.
Unit Name
I. Goals of the Unit (State or National Standards)
a.
b.
c.
II. Summary of the Unit
III. Instructional Objectives (write in performance terms “The students will…”)
[These objectives then become your lessons. Write one main objective for each lesson here.]
a.
b.
c.
d.
e.
Part 2: The Lessons The lesson plans are the meat and potatoes of the instructional unit. Most lessons are written in a one-period format, but can span several days. You can use the lesson plan template on pages 235-236 to help you create the lessons. I have included a sample lesson to help guide your writing. The textbook will help you define and explain any section that is new to you.
Part 3: Unit Culmination The final lesson to produce is a culminating experience. This is a project, a video, a fieldtrip, game…that wraps up the unit of study. It is an activity which brings the unit to a close and encompasses the students learning. Write a lesson plan describing this event. The lesson plan may need to be modified a bit to fit the activity.
Chapter 5 - Reflective Assignment
Chapter 5
Reflective Assignment
Complete Exercises 5.8, 5.9. 5.10 in the textbook. Then write three objectives of your own (choose the topic of your liking). For each objective use the following key to code your objectives.
red: audience
orange: behavior
green: conditions
blue: degree
Example: The students will determine three areas of symbolism of the Bald Eagle using reference materials.
Tuesday, June 12, 2012
Chapter 5 - Questions
Knowing what material you are going to cover is just as important as how you are going to cover the material. Determining curriculum is accomplished through state and local standards, textbook expectations, and looking at the materials previously used in the class. Objectives need to be clearly stated so the students know what is expected of their learning.
- Explain the difference between the different kinds of curriculum. (p. 162-163)
- List and define the parts of a lesson plan (p. 164-165)
- South Dakota has joined the majority of states in implementing the Common Core Standards. Discuss in a paragraph why you feel teaching to standards is important or not. Use the book to help you learn more about content standards. (p. 166-167)
- Do you feel that teaching from the textbook is a good or bad practice? In a paragraph give reasons for your opinion. Use the book to help you learn more about using a textbook. (p. 177-183)
- What is the purpose of writing lesson objectives? (p. 191-192)
- Explain the four parts of writing an objective: ABCD (p. 193, 197)
- Writing objectives that reach all levels of learning is often guided by the work of Bloom’s Taxonomy (you will hear about Bloom’s throughout your teaching). Summarize each level of learning and give three example objective words for each of the six areas. (p. 198-199)
- Explain in a paragraph the six levels of integrated instruction (p. 208-210)
Chapter 4 - Reflection Assignment
The author provides a lengthy list of mistakes to avoid in the classroom. Choose 20 of the 50 that you feel may be of trouble to you in your classroom.
Create a chart something similar to the example below and then answer the reflection questions.
Create a chart something similar to the example below and then answer the reflection questions.
1. What did you learn about yourself during this activity?
2. How might you use this information in your classroom?
Chapter 4 - Questions
To become an accomplished classroom manager takes thoughtful and thorough planning, consistent and confident application, and reflective experience. Be patient with yourself as you accumulate the prerequisite knowledge and practice and hone the necessary skills.
1. Summarize what you learned about providing a supportive learning environment in 2-3 sentences each (p. 115-116).
a. The Physical Layout:
b. Positive Ambiance:
c. Behaviors to Avoid:
d. Knowing your students as people
2. The author gave several suggestions on how to get to know your students. Choose three and explain why you feels these are important (p. 118-119)
3. Summarize in a paragraph why teachers need to teach procedures at the beginning of the school year (p. 120-122).
4. Restate in your own words the five points to cover on the first day of school (p. 122-123).
5. During the beginning of the school term, routines and procedures need to be clearly taught and reviewed. Choose 5 of the eight procedures, summarize in one sentence, and state why you feel they are important.
a. Signaling your attention...
6. Explain each of the following terms in three sentences each (p. 133-134, 137):
a. Opening activities
b. Smooth Implementation of the Lesson
c. Transition within the Lesson
7. The author gives several of the most common misbehaviors present in the classroom (p. 138). List theses behaviors.
8. When dealing with a disruptive student, there are four levels of intervention (p. 139). Summarize each level of intervention.
1. Summarize what you learned about providing a supportive learning environment in 2-3 sentences each (p. 115-116).
a. The Physical Layout:
b. Positive Ambiance:
c. Behaviors to Avoid:
d. Knowing your students as people
2. The author gave several suggestions on how to get to know your students. Choose three and explain why you feels these are important (p. 118-119)
3. Summarize in a paragraph why teachers need to teach procedures at the beginning of the school year (p. 120-122).
4. Restate in your own words the five points to cover on the first day of school (p. 122-123).
5. During the beginning of the school term, routines and procedures need to be clearly taught and reviewed. Choose 5 of the eight procedures, summarize in one sentence, and state why you feel they are important.
a. Signaling your attention...
6. Explain each of the following terms in three sentences each (p. 133-134, 137):
a. Opening activities
b. Smooth Implementation of the Lesson
c. Transition within the Lesson
7. The author gives several of the most common misbehaviors present in the classroom (p. 138). List theses behaviors.
8. When dealing with a disruptive student, there are four levels of intervention (p. 139). Summarize each level of intervention.
Chapter 3 - Reflective Assignment
Complete exercise 3.1 in the textbook (page 90) and answer the following questions (post only the answers to the following questions):
1. What did you learn from this exercise?
2. How might you use what you learned in the classroom?
3. Why do you think we learn to ask questions?
1. What did you learn from this exercise?
2. How might you use what you learned in the classroom?
3. Why do you think we learn to ask questions?
Chapter 3 - Questions
Questioning is the cornerstone to meaningful thinking, communication, learning and real-world problem solving. The art of its use in instruction is something you will continue to develop throughout your teaching career.
1. Summarize the sixteen characteristics of intelligent behavior in one sentence each (p. 83-85)
a. Drawing on Knowledge and Applying It to New Situations:
b. Finding Humor:
c. And so on...
2. Write a sample question for each of the five purposes for questioning. (p. 85-86).
3. Choose six of the guiding thinking and learning reasons and give me a rational of why you feel these are important. (p. 86)
4. There are eight types of question found on pages 87 and 88. Please write a question for each type.
a. Analytic Question:
b. Clarifying Question:
c. And so on...
5. Summarize the three levels of question in one sentence each and write an example of each using the key words given on pages 89 and 90.
a. Lowest Level: summary & sample question...
6. Define think time and give a rational as to why you feel this is important.
7. Choose six of the guidelines for implementing questioning (p. 92-95) and give me a rational as to why you feel these are important.
8. Why is it necessary to help students learn to ask questions?
1. Summarize the sixteen characteristics of intelligent behavior in one sentence each (p. 83-85)
a. Drawing on Knowledge and Applying It to New Situations:
b. Finding Humor:
c. And so on...
2. Write a sample question for each of the five purposes for questioning. (p. 85-86).
3. Choose six of the guiding thinking and learning reasons and give me a rational of why you feel these are important. (p. 86)
4. There are eight types of question found on pages 87 and 88. Please write a question for each type.
a. Analytic Question:
b. Clarifying Question:
c. And so on...
5. Summarize the three levels of question in one sentence each and write an example of each using the key words given on pages 89 and 90.
a. Lowest Level: summary & sample question...
6. Define think time and give a rational as to why you feel this is important.
7. Choose six of the guidelines for implementing questioning (p. 92-95) and give me a rational as to why you feel these are important.
8. Why is it necessary to help students learn to ask questions?
Sunday, June 3, 2012
Chapter 2 - Reflection Assignment
Create a table in which you will list the 10 Basic Teaching Behaviors, a description of each, and your thoughts on each behavior. This information is found on pages 62-66. Below is an example of how you might set up your table.
Chapter 2 - Questions
1.Describe the four decision-making and thought-processing phases of instruction and the types of decisions you must make during each. (p. 31)
2. What are five basic guidelines that teachers should follow to ensure safety and legality? (p. 37-38)
3. Looking at the different teaching styles, why do you think the author states that teachers should embrace an eclectic teaching style (p. 23-40)?
4. The list of non-instructional responsibilities (p. 47) is very representative of what is expected of a typical teacher. Choose two of the 13 responsibilities and explain why you feel these are important for a school teacher. Choose one that you feel is not necessarily something that should be required of a teacher.
5. Read the list on page 48 carefully. These safety procedures and guidelines are an unwritten rule in schools. If you fail to do these things, you may be subject to disciplinary action. Which were surprising to you? Why? Which do you feel are the most important to follow? Why?
6. Identify 10 instructional competencies (p. 59-61) that you feel are vital to a good educator. Give a brief rational for each of your choices.
7. What are three tools for instruction (p. 66-77) that you may choose to use in your classroom. Explain why you feel these would be good choices for you.
2. What are five basic guidelines that teachers should follow to ensure safety and legality? (p. 37-38)
3. Looking at the different teaching styles, why do you think the author states that teachers should embrace an eclectic teaching style (p. 23-40)?
4. The list of non-instructional responsibilities (p. 47) is very representative of what is expected of a typical teacher. Choose two of the 13 responsibilities and explain why you feel these are important for a school teacher. Choose one that you feel is not necessarily something that should be required of a teacher.
5. Read the list on page 48 carefully. These safety procedures and guidelines are an unwritten rule in schools. If you fail to do these things, you may be subject to disciplinary action. Which were surprising to you? Why? Which do you feel are the most important to follow? Why?
6. Identify 10 instructional competencies (p. 59-61) that you feel are vital to a good educator. Give a brief rational for each of your choices.
7. What are three tools for instruction (p. 66-77) that you may choose to use in your classroom. Explain why you feel these would be good choices for you.
Chapter 1 - Reflection Assignment
Complete Exercise 1.3 on page 23. In the comment box, write the answer to the following questions:
2. Ages 9-14 (young adolescents) percentage of plus signs = _______________
Ages 15-19 (older adolescents) percentage of plus signs = _______________
3. Which category did you score the highest? ___________
Do you concur that you have a preference toward teaching at this level? Yes or no? _____________
Explain why or why not?
4. If your percentages were close and no clear preference showed, did that result surprise you? ___________
Explain why.
2. Ages 9-14 (young adolescents) percentage of plus signs = _______________
Ages 15-19 (older adolescents) percentage of plus signs = _______________
3. Which category did you score the highest? ___________
Do you concur that you have a preference toward teaching at this level? Yes or no? _____________
Explain why or why not?
4. If your percentages were close and no clear preference showed, did that result surprise you? ___________
Explain why.
Friday, June 1, 2012
Chapter 1 - Questions
1. Name 10 things you should learn during your new school orientation (p. 4-6).
2. What are two advantages of block scheduling (p. 8-9)?
3. Explain in a paragraph the differences between middle schools and jr. highs (p. 11-12)
4. Choose 8 key trends and practices that you find interesting. Summarize them into a paragraph (p. 19-20).
5. Choose 8 major problems and issues in our nation's schools. Summarize them into a paragraph (p. 20).
6. On page 27, choose one of the eight discussion questions. Write a one page reflection answering the question.
2. What are two advantages of block scheduling (p. 8-9)?
3. Explain in a paragraph the differences between middle schools and jr. highs (p. 11-12)
4. Choose 8 key trends and practices that you find interesting. Summarize them into a paragraph (p. 19-20).
5. Choose 8 major problems and issues in our nation's schools. Summarize them into a paragraph (p. 20).
6. On page 27, choose one of the eight discussion questions. Write a one page reflection answering the question.
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