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Victoria Bye Weekly Assignments Weekly Assignment 1 Weekly Assignment 2 A.

ALEX standards. B. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2- text complexity !and proficiently, "ith scaffolding as needed at the high end of the range. #se "ords and phrases ac$uired through con%ersations, reading and !eing read to, and responding to texts, including using ad&ecti%es and ad%er!s to descri!e 'e.g., When other kids are happy that makes me happy(. ). )ompare t"o num!ers !et"een * and *+ presented as "ritten numerals. ,odel shapes in the "orld !y !uilding shapes from components 'e.g., stic-s and clay !alls( and dra"ing shapes. .. ALEX%ille- / lo%ed the GE,0-# house. E. /t is a!solutely important for teachers to -no" and teach according to national and state standards for the grade "hich they are teaching. /t is important for schools to !e consistent in the material !eing taught to ensure that e%ery child is gi%en the !est education possi!le and that all teachers are !eing held responsi!le for "hat they teach "ithin their classroom. 1ithout standards, su!&ects in the same area, taught !y the same grade le%el teachers could loocompletely different in terms of content and rigor. 0tandards also !enefit teachers !ecause they pro%ide a frame"or- of the necessary content instead of ha%ing teachers coming up "ith their o"n standards and o!&ecti%es "hich differ from e%eryone around them. /t is also important for teachers to follo" the standards gi%en !y national and state authorities !ecause students "ill !e tested on their mastery of these s-ills. 2han-fully standards lea%e room for teachers to !e creati%e in coming up "ith ideas, acti%ities, and lesson plans "hich adhere to standards. Weekly Assignment 3 2. 2he ma&ority of assessments / remem!er from elementary, middle, and high school "ere $ui33es, tests, and papers. 2hese "ere summati%e assessments4 ho"e%er, they did not al"ays fall at the end of a unit to gi%e e%idence of learning. /n high school, there are only a fe" times "hen / can remem!er completing a formati%e assessment such as a pro&ect, %ideo, etc. / en&oyed and !enefited much more from the interacti%e pro&ects and %ideos than the repetiti%e $ui33es, tests, and papers. . /t is definitely important to use a %ariety of assessments in the classroom. )hildren ha%e different learning styles, li-es, and passions4 therefore, certain students "ill respond and perform !etter on one type of assessment, "hile another group might do !etter on another assessment. /t is also important to %ary the assessments in order to ensure that students are soa-ing in the information and learning ho" to apply it, and not &ust spitting it !ac- out on a test. 5. / "ould define a learning target as the ultimate goal of a lesson- "hat the students "ill learn, ho" they "ill learn it, and "hat they "ill !e a!le to do "ith the ac$uired -no"ledge.

6. /t is important for !oth teachers and students to -no" the learning target in order to -eep !oth focused on the goal. /f teachers don7t -no" "here they are going "ith a lesson or unit, then they might not accomplish anything. /f students don7t -no" "hat they need to learn and ho" they "ill use their -no"ledge, it "ill !e easy for them to get off trac- and lose focus. Learning targets help teachers and students partner together in order to produce a focused, high-$uality learning en%ironment. Weekly Assignment 4 2. /n ,rs. ,cAdam7s -indergarten class, / ha%e o!ser%ed a lot of direct instruction and a little indirect. 8n a daily !asis, ,rs. ,cAdams uses direct instruction to discuss num!ers, days of the "ee-, dates, science content, math content, etc. 0he often opens up a science lesson or math lesson "ith the concepts that that "ill !e discussed and proceeds to explain the concept, idea, or detail to the students !efore allo"ing them to o!ser%e the concept in action or color and cut an example. 9or example, today ,rs. ,cAdams stated that they "ould !e tal-ing a!out flo"ers, read a !oo- a!out flo"ers, explained the parts of a flo"er, and allo"ed the students to plant a flo"er. ,rs. ,cAdams uses indirect instruction "hen possi!le to encourage students to thin- more on their o"n. 0he often does this through math games and acti%ities. Last "ee- the students played a math game to help them learn addition facts. 0he stated that this "as the goal, pro%ided them "ith a game and supplies "hich had them roll one dice, record the num!er, roll another, record the num!er, then count the dots on !oth dice, and record. 2he students thought that they "ere simply counting, !ut they "ere actually "or-ing on simple addition facts. 1hen ,rs. ,cAdams "al-ed around, she "ould $ui3 students on different addition facts in order to ensure that they "ere learning. After the game, she called students to the carpet and informed them that they had !een "or-ing on learning addition facts that "ould help them as they continued on in math. :. 9actual- 1hat is 2;2< 1hat part of a plant is this< 1hat day of the "ee- is it< 1hat is the person called "ho "rites the "ords in a !oo-< 1hat do you call the person "ho dra"s the pictures in a !oo-< )on%ergent- 1hat is another num!er com!ination that adds up to four< 1hat are some examples of things that plants need to gro"< .i%ergent- 1hat do you thin- "ould happen if plants did not recei%e food, light, etc< 1hat do you thin- happened after ne" trees "ere planted< 1hat do you thin- "ill happen in the story !ased on the picture< E%aluati%e- 1hy do you thin- the Lorax "as so upset that all the trees "ere !eing cut do"n< Weekly Assignment 5

Design for Learning
Instructor: =ictoria Bye Grade Level/Cooperating eacher: Lesson itle: helps -eep lesson focused !ate: date lesson "ill !e taught Curriculum Area: math, science, social, etc "stimated ime: estimated time to complete #tandards Connection: 2his section contains the standard that "ill dri%e the lesson and should !e formatted> AL, grade le%el, general topic heading "ith standard num!er, and the standard.

Learning $%&ective's(: )ontains a description of "hat the students "ill do, learn, and ho" you "ill access. 2he !eha%ior should !e in italics, content underlined, and assessment !olded "ith proficiency le%el in a smaller font. Learning $%&ective's( stated in )kid*+riendly, language: 2his allo"s students to -no" exactly "hat they are learning and should !e "orded in a "ay to help children understand the o!&ecti%e. 2his "ill help -eep !oth students and teachers on trac-. "valuation o+ Learning $%&ective's(: 2his descri!es ho" you "ill -no" that the students ha%e learned the material. .escri!e the specific assessment and ho" it "ill !e graded. "ngagement: /n this section, re%ie" pre%ious lessons, access prior -no"ledge, use the -id-friendly o!&ecti%e, and spi-e curiosity a!out the lesson to !e taught. Learning !esign: 2his is the instructional component and includes exactly ho" the students "ill !e taught.

/. 2eaching> 8utline ho" the material "ill !e taught. .ynamics of the lesson should !e included such as grouping, students7 role in the lesson, materials, etc. /nclude all content, ne" %oca!ulary and s-ills. /nclude ho" the instructor "ill formati%ely access the students throughout the lesson. //. 8pportunity for ?ractice> 2his must !e in a failure-free en%ironment. 2he instructor should !e engaged "ith the students !y pro%iding feed!ac- and assistance "hen needed. 2his section of the lesson "ill help the teacher disco%er ho" much help each student "ill need "ith the topic, if reteaching might !e necessary, and ho" much practice "ill !e re$uired to achie%e mastery. ///. Assessment> .escri!e the assessment, and include specific directions for ho" the assessment "ill !e completed. 2he assessment should loo- completely different from pre%ious practice !ecause students should ne%er !e graded on practice. /=. )losure> 2he lesson must ha%e a sense of closure. 2his could !e a %ariety of acti%ities, a re%ie", a !oo-, etc, !ut students should !e a!le to tell that the lesson is o%er and the class "ill mo%e on to something different.
-aterials and .esources: )ompile a detailed list of all materials needed. Also list resources that could add to student moti%ation and enhance learning.

!i++erentiation #trategies 'including plans +or individual learners(: 2his section "ill include a description of ho" the instructor "ill !e sure that e%ery student has learned the content and are a!le to effecti%ely communicate their ne" -no"ledge. 2his section can !e !ro-en up into specific parameters for groups of students such as high end and lo" end learners.

!ata Analysis: 2his "ill !e completed after the lesson has !een taught. 2he instructor "ill e%aluate "hich students really understood the content and "hich students "ill need reinforcement and ho" the instructor "ill respond to the findings. .e+lection: 2his section "ill also !e completed after the lesson is taught. 2he instructor "ill e%aluate the effecti%eness of the lesson, "hat "or-ed great, "hat did not "or- so "ell, "ere the students engaged etc. Weekly Assignment 6

=ictoria Bye 2hings / Learned from @eading A 2he .ifferentiated /nstruction frame"or- means that teachers should -no" a!out e%ery learner in their classroom in order to !est ser%e the students7 needs. 2his includes age, gender, socioeconomic le%el, language, health, learning style, personality traits and $ualities, interests, a!ility le%els in different content areas, and family circumstances. 2eachers should consider this -no"ledge a priority and come up "ith creati%e "ays to attain this information. A 2here are nine different areas of intelligences> %er!al, mathematical, %isual, -inesthetic, musical, interpersonal, intrapersonal, naturalist and existential. 0tudents can !e extremely strong in one or t"o of these areas or sho" strengths in many areas. 1e should -no" the strengths of our students in order to -no" ho" to effecti%ely engage and challenge them in our classrooms. A 2eachers should differentiate content through pro%iding different "ays for students to learn the information. 2he process can !e differentiated !y ad&usting the amount of support and reinforcement a student recei%es or possi!ly pro%iding extra time or manipulati%e depending on indi%idual student needs. By differentiating products, teachers allo" students to demonstrate their -no"ledge and understanding of concepts in different "ays "hich cater to their learning styles. /t is important for teachers to differentiate instruction in each of these three areas. 2 1ays / ha%e o!ser%ed ,rs. ,cAdams differentiate instruction A 0tudents "rite and color in their &ournal e%ery morning. ,rs. ,cAdams expects the more ad%anced students to "rite "ords and sentences in the &ournal4 ho"e%er, she only expects a fe" letters from four students "ho come from ELL homes and a rough family situation, and do not ha%e the same le%el of English language understanding as many in the class. A .uring math games and acti%ities, ,rs. ,cAdams often pairs students "ho are excelling in math "ith students "ho are struggling. 2his pro%ides enrichment for those excelling !ecause they are a!le to teach the content they understand and further achie%e mastery and reinforcement in a safe en%ironment for the struggling !ecause they are a!le to "or- "ith a peer on the difficult concept. * 1ay / ha%e tried to differentiate instruction A /n my -indergarten class at 2race )rossings, / am "or-ing "ith t"o groups of students> the high end learners and the lo" end. 2he high end are often disrupti%e in class !ecause they are !ored "ith the content4 therefore, / ta-e these four students to the computer la! for enrichment acti%ities. Later, / "or- "ith the lo" end learners "ho are often left !ehind in the classroom !y pro%iding reinforcement on pre%iously taught material.

Weekly Assignment / B0e%en Ceys to Effecti%e 9eed!ac-D @eflection Effecti%e feed!ac- is necessary to impro%e performance and achie%ement4 ho"e%er, too often feed!ac- is uninformati%e and %ague. 9eed!ac- is Binformation a!out ho" "e are doing in our efforts to reach a goal,D !ut in order to !e effecti%e, it must !e more than %ague praise, ad%ice, or a grade. /t is important for feed!ac- to pro%ide information a!out the performance, not a simple good or !ad e%aluation. /nformati%e feed!ac- "ill allo" students to see "hat they are doing "ell and "hich aspects of their performance needs to !e impro%ed !ased upon o!ser%ation, not ad%ice. /n order to gi%e effecti%e feed!ac-, one must !e sure to remain focused on the goal and the goal also needs to !e clearly presented to the students. 9eed!ac- should also include tangi!le results !ased on the goals and !e easy to understand in order to pro%ide students "ith the !est opportunity to understand "hat "as done "ell and "hat can !e impro%ed upon. 9eed!ac- should !e timely, ongoing, and consistent throughout lessons and practice, pro%iding students "ith the opportunity recei%e a large amount of feed!ac-, !uild upon the s-ill or concept, and ultimately perform at the !est of their a!ility. 9eed!ac- should al"ays help progress students to"ards achie%ement goals. 1hen a teacher goes !eyond ad%ice, e%aluation, and grades, pro%iding students "ith formati%e feed!ac- throughout a class, students are a!le to perform at higher le%els and reach their full potential. Weekly Assignment 0 *. Eo" data can impact student student achie%ement< Before reading the articles for this assignment, / "as curious as to ho" data could impact student achie%ement. 1hen / thin- a!out data, / typically thin- of complicated and empty num!ers4 ho"e%er, these articles opened my eyes to the "ay data can !e used to impro%e

schools and student achie%ement. / learned that it is important to use data to inform instruction !ecause data gi%es educators and administrators a loo- at "hich areas students are excelling in and "hich they are falling !ehind in. 1hen it is determined that students are falling !ehind in a certain area, educators -no" "hich areas to focus and impro%e upon in classroom instruction. /n order for data to impro%e student achie%ement, the data must !e presented in high-$uality, targeted form, interpreted !y highly trained school staff, and e%idence-!ased impro%ement strategies implemented !y classroom teachers. 2. Eo" data can inform your teaching< As an educator, data can help me understand "hich concepts my students are fully understanding and "hich they are struggling to understand. 2his "ill re%eal the areas of instruction / need to reform and impro%e upon. / can then ta-e the areas my students are struggling in and research e%idence-!ased practices to impro%e understanding and achie%ement in those areas, and implement those techni$ues into my instruction. . Eo" you ha%e seen data or ho" you ha%e used data< / sa" data used often in my high school. / "ent to an academic magnet school "hich "as %ery focused on impro%ing test scores and national ran-ings. /n my A? Biology class, for example, our teacher "ould !rea- do"n the results from e%ery test !y su!&ect-matter and performance. 0he "ould then !e a!le to see "hich concepts "e had mastered and "hich she needed to pro%ide reinforcement on. 2his helped prepare us for the A? Biology exam, and F+G of our class scored a : or 5 out 5 on the exam. Weekly Assignment 1 ,c@EL Article and =ideo 2he ,c@EL %ideo re%els their !eliefs and goals regarding children and education. ,c@EL !elie%es that e%ery child can learn. 2hey see- to help students de%elop confidence, help students

access and !uild on prior -no"ledge, help students interact "ith -no"ledge on deep le%els, help students store -no"ledge and memory in multiple "ays, and help students ma-e -no"ledge meaningful and memora!le. /t is important to use cues, $uestions, and ad%ance organi3ers "ith children !ecause it helps them access prior -no"ledge. 0tudents also !enefit "hen "e help connect their !ac-ground -no"ledge to ne" concepts. 1e can do this !y as-ing $uestions !efore teaching or ha%ing students "atch or read ne" concepts and ideas. /n the article, ,c@EL highlights nine instructional strategies "hich they !elie%e "ill impro%e student achie%ement across su!&ects and grade le%els. /dentifying similarities and differences "ill help students to understand and sol%e difficult pro!lems !y thin-ing a!out them in simpler "ays. 2hrough summari3ing and note ta-ing, students "ill impro%e comprehension and learn ho" restate ideas in their o"n "ords. Encouraging students to gi%e their !est effort in all things and recogni3ing them "hen they succeed can help !uild them up and moti%ate them to learn. Eome"or- should !e consistent and pro%ide practice and help "ith mastery of concepts learned in class. #sing !oth linguistic and %isual representations can help students !e learn and recall information and relationships. Allo"ing students to "or- in small groups can !oost learning and engagement. 0tudents should -no" the goals for their learning and recei%e feed!ac- often. 0tudents should !e encouraged to generate and explain hypotheses to encourage higher le%el thin-ing and processing. 9inally, cues, $uestions, and ad%ance organi3ers "ill help students see "hat they -no" and encourage further learning on the topic. Weekly Assignment 23 0trategies for teaching> A recitation'H (- as- $uestions throughout lesson and allo" children to ans"er in order to promote understanding and formati%ely access

A informal de!ate'**(- this could !e used during a literature lesson as students share their !eliefs a!out "hat "ill happen next in the story and support it "ith clues from pre%ious text A !ulletin !oards'*:(- interacti%e math !ulletin !oards can !e used to poll students4 interacti%e reading !ulletin !oards could !e used for students to put e%ents in order or share their fa%orite part of a story A !iographical reports gi%en !y students' :(- students "ill each !e assigned a famous character from American history4 they "ill dress up resem!ling the character and present a !iography in speech, song, or poem. A pretest':2(- test students !efore !eginning a science lesson to identify "hat the students already -no"4 if there are a fe" students "ho are already proficient in the concept, this "ill re%eal that they need to !e more challenged than the rest of the class during this unit A inter%ie"s':6(- students "ill inter%ie" a parent or grandparent a!out a certain e%ent from history, such as F/**, and report to the class "hat they learned, ma-ing the topic feel more personal A drama, role-playing'5 (- this "ill help younger students "ith oral language during center play4 ha%e older children act out a historical e%ent in order to reinforce the concepts Weekly Assignment 22 A 1hat do you thin- "ill happen next in the story< A 1hy do you thin- he/responded in that "ay< A 1hat "ould you recommend if your friend "as in this situation< A Eo" "ould you classify the o!&ect in this picture< A .o you thin- the character made a good choice or a !ad choice< Iustify your ans"er. A Eo" "ould you categori3e these !oo-s< A Eo" are apples and oranges different<

A 1hat do you !elie%e are the causes of their disagreement< A Eo" could they resol%e this pro!lem< A )an you explain ho" you sol%ed that math pro!lem and "al- me through the steps< A )an you thin- of another "ay to "or- that pro!lem and explain< A Eo" can this help you in the real "orld< A 1hy do you thin- that result occurred in the science experiment< A Eo" could you change the procedure in order to change the result<