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Psychology FTP1 - Observation) - FTP1
Psychology for Educators (C913)
Western Governors University
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Psychology for Educators (Observation) - FTP
B Video Case #9, Practicing Presentation and Audience Skills through Science Presentations
In the video, Practicing Presentation and Audience Skills through Science Presentations, Grade k, Case #9, the teacher used a formative assessment to evaluate her students listening and presentation skills. She achieved this goal by guiding students with the proper rules for being a good listener and presenter. This direct instruction met the needs of the students as the class viewed a video, and discussed a chart she created on presentations. Students were assessed with questions of what they saw and heard in the video. Students were then asked to present a picture and read the sentence. “A thumbs up” or “good job” were given when a child demonstrated one of the proper techniques such as standing still or a loud voice when presenting in front of the class. This lesson allowed the teacher to quickly assess the student’s comprehension, conversations and to answer essential questions.
B2-Case #729 Building Fluency through Developing Letter-Sound Relationships
The instructional strategy observed in this video demonstrated that the teacher used a special education room for less distractions while implementing an individual direct instruction, active listening to the students response as well as quick corrective and positive feedback while Building Fluency through Developing Letter-Sound Relationships to meet the students needs. Individual direct strategies allow the teacher to meet the needs of this student by keeping him on task and motivated. Active listening and quick corrections with the use of positive feedback allows the student to build self-esteem. If an error was made during the lesson the words “try again” or “look again” and ”what sound does it make” gave the student prompts allowing him to not give up and try again.
B The above instructional strategies used met the 3rd graders needs by reinforcing positive correction, focused on staying on task and redirecting him when he was not on task. The instructor also used a bouncing ball for him to sit on allowing his sensory needs to be met. The techniques used in this lesson allowed the student to regain his attention to the tasks given to him making this a positive learning and teaching experience.
B One way I would be able to implement the Individual direction and positive feedback into my own teaching practices would be by evaluating my student’s individual needs and requirements and implementing positive strategies of redirection of staying focused. While in the classroom or in a pull-out room, most students respond better with individual direction. For an example - if I was teaching Johnny a multiplication problem and he was doing well and skipped a step a simple “great start but look again” allows him the chance to get the problem correct without saying “oh no that’s wrong and discouraging his efforts.” Evaluating a student’s needs and implanting a positive, direct learning experience while allowing the student to build self-esteem is one way I could engage and implement my students learning requirements.
B3 #238 Using Discourse to Support Students' Understanding of Multiplying Fractions
B One way I would apply this theory into my classroom using a different strategy would be with hands on learning activities. A different strategy would be small group settings allowing a more diverse communication among peers instead of a whole class discussion. For example- allowing arranged groups to use beads or blocks to demonstrate a fraction while I model the problem would promote building knowledge by making connections demonstrating and problem solving. Problem solving would allow leading questions and answers in smaller groups prompting opportunities for social interaction and meaningful learning. I would assist each group with questions and modeled examples allowing students to participate by fostering multiple view points in a guided social learning lesson.
B4 Video Case #14, Using Technology in Creative Writing The teacher in the video, Using Technology in Creative Writing #14 Grade 5, incorporates computers, projectors and demonstrates how to create a story using a power point to enhance her technology lesson. For example, students are instructed and shown visually using a projector with step by step instructions of using a program on computers (power point) and allowing students to ask and answer questions about the presentations and project. Hands on learning are important, as the teacher demonstrates and meets with each group as they work on their projects. How to cite internet sources and how to write a creative story was discussed using visual aids from the web or clip art giving proper credit so they do not plagiarize. She instructs the students on proper use of the power point
programs on computers as they create their own stories. Students were divided so the stronger technical students could assist their peers as this is an inclusive technology class.
B The Liberians’ lesson “Using Technology in Creative Writing” does align with the best practices because of the hands on learning and demonstrations used on the computers and the projector. Technology-enhanced instruction allows lessons and simulation programs to generate a higher success rate than conservative instruction. The cooperative learning technique allowed her students to work in groups on computers, visually connect as well as demonstrated the proper use and “how to” with the technology she incorporated in the creative writing lesson. This demonstrates her flexibility, better practices in the classroom; hand’s on learning and technology allowed the students to experience a technical creative lesson compared to a nontechnical paper and pencil writing assignment.
B The technology observed in the video enhanced student learning by allowing the teacher to demonstrate with visual and hands on learning to the entire class as steps were given of use to complete the project on the projector. This enhanced the ability with every child in the inclusive class to follow along with the lesson. As students were teamed up to work on computers Cooperative learning was engaged. Step by step demonstrations of the program Power point were introduced as they were guided to make their completed story come to life. In the video, the teacher did very well demonstrating and guided her students to complete their tasks as she worked with each team on computers, asking and answering
B An additional learning resource I would use to enhance learning in this video lesson would be to model an informative experiment demonstrating the use of shapes and volume. For example- how much water would a small food container hold. This will allow students to guess a cup, 2 cups etc. This would foster multiple view points for discussion and building knowledge. Adding a demonstrational experiment will engage students in a meaningful learning activity while demonstrating a clear and educational lesson. I would then ask questions to prompt a discussion on how, what, why etc. Allowing students curiosity to bloom prior to the small group activities creates an additional presentation while enhancing student knowledge and allowing for multiple styles of learning.
B6 Video Case #53 Observing and Measuring the Weather
In the video case #53, Observing and Measuring the Weather, students in a diverse learning classroom engaged in social discussions about weather and documenting data during a science experiment. In the video lesson, this activity engages the students to use analysis, application, comprehension and knowledge levels of Blooms Taxonomy. Students were dived into groups and given instructions following the objectives of the lesson. The teacher in this video clearly designed a concrete lesson appropriately providing opportunities for higher thinking skills as described in Blooms Theories. For example- teams demonstrated “Application” with specific tasks to collaborate and document data during the experiments
such as applying knowledge, counting, measurements, and predicting outcomes from observing the effects of weather. Allowing all students to be responsible independently and as a team enhanced student knowledge as they analyzed problems solved, demonstrated ideas and recalled information to complete the given assignments. Students demonstrated “Comprehension” by collaborating in small groups as well as the entire class with their findings as they summarized their completed objectives with the ability to now evaluate their findings. Allowing for social interaction and sharing of knowledge provided all students the opportunity to engage in the lesson generating multiple levels of using higher- order thinking skills. (Snowman, J. & McCown, R. 2015)
B6a
I would enhance student engagement of the Weather experiment mentioned in B6 of the higher order thinking activity in the video lesson by advancing their communication skills by creating questions to the other teams. Students would create note cards as they complete their assignments asking a question or statement on how they could apply this experiment in everyday learning. Students would exchange their card with another student to answer and then place it into a bowl that I would read and we would discuss the question and answer as a group collaborating and generating new ideas and concepts to the experiments. As a student orientated discussion activity this enhances communication skills in additional to tasks to analyze, observe and predict new ideas. A peer communication activity will engage additional thinking and increases the ability to recall and apply the
In one video I observed strategies I would like to avoid such as limiting the technology available and to answer student questions in a group setting. The teacher had a large group divided into smaller teams but was limited with the amount of time she was available to spend with each section and limited devices needed for the lesson. I would like to avoid the short amount of individual attention available to the students and compromise with a stronger lesson so all students have the ability to ask questions and the technology needed to complete the required task. (Video Case #14, Using Technology in Creative Writing)
Strategies I would like to avoid and I feel most teachers in general would like to exclude would be reminding students to stay focused “ok class let’s get back to work” or “Eyes up here” are just a few that teachers repeat to maintain order and focus throughout a day. In Video case #9, Practicing Presentation and Audience Skills through Science Presentations, I observed the teacher redirecting student’s attention to focus, pay attention or not to interrupt while another student were speaking or presenting their presentation. Short attention spans or underlying issues may cause student’s to lose focus and cause disruption in the classroom. Teachers may have to refer to attention getting cues to stay focused and get back on task. I wish to create attention getting lessons to avoid disruptions and causing reminder cues to pay attention.
In Video case #729, Building Fluency through Developing Letter-Sound Relationships, I observed the characteristics of a quiet setting where clear goals and objectives were established as the student and a caring teacher had one another’s undivided attention. A fun and meaningful activity with limited distractions allowed the student to better focus on the reading tasks that he and his teacher were successfully accomplishing. A bouncy ball was the students chair as it allowed his sensory needs to be met while staying focused on sounding out his letters into words. Positive reinforcement was demonstrated to assist the student to try again if the incorrect sound was made sounding out a word or letters cueing the student to begin again. These are a few of the characteristics I would like to maintain and improve in my future classes.
Psychology FTP1 - Observation) - FTP1
Course: Psychology for Educators (C913)
University: Western Governors University
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