Planning for Instruction & Using Instructional Strategies
Intern:
- Uses the provided curriculum materials and content standards to identify measurable learning objectives based on target knowledge and skills.
- Demonstrates appropriate and coherent sequencing of learning experiences
- Directs students' learning experiences through instructional strategies linked to learning objectives and content standards.
- Makes the learning objective(s) explicit and understandable to learners, providing a variety of graphic organizers, models, and representations for their learning
- Teaches for understanding by creating a learning environment that promotes critical thinking and higher order thinking skills and fosters the acquisition of knowledge through conversations with the teacher and/or peers about subject matter
- Models the use of non-linguistic representations, concept mapping, and writing to show how learners can express their understanding of content area concepts and assigns work that allows the learners to practice doing so.
- Develops learners' abilities to participate in respectful, constructive discussions of content in small and whole group settings. S/he establishes norms that include thoughtful listening, building on one another's ideas, and questioning for clarification.
I value variety in the classroom. I love to continually switch things up and keep everything new in the classroom. Planning how students learn is important in my classroom. Below I have displayed a pre-discussion power-point I used with my students. I gave students sentence starters and definitions for varying discussion question types. By giving the students this knowledge, they were able to perform in away that promotes higher level thinking. I believe that higher level thinking is achieved by group collaborating and group thought. Discussions are a great way to create a space for authentic conversations about subject matter.
Comparing Romeo and Juliet to the movie, West Side Story, students were able to compare like themes between each version. It was interesting to see how the students viewed these movies and could then turn it into a respectful, constructive discussion.
Comparing Romeo and Juliet to the movie, West Side Story, students were able to compare like themes between each version. It was interesting to see how the students viewed these movies and could then turn it into a respectful, constructive discussion.
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Artifact One: 3 Discussion Questions Preparation
As a way to prepare for discussion, students compiled three different levels of questions. These questions assisted the students in participating in purposeful and authentic discussions |
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Artifact Two: Inside/Outside Discussion Strategy
Students practiced their discussion skills in a speed dating circle activity. Each student lined up with someone and talked for 2-3 minutes. After time was up, students would rotate and have a new conversation with a new peer. |