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MethodsLog

MethodName&Reference Description/Instructions: Reflection:WhatdidIlearn


Howis/wasthemethodof fromitandhowwouldIuse
instruction thisinmyteaching?
implemented/described?

WhoDunnit Passoutsmallsheetsofpaper Ilearnedfromthisexperience


- Inclasson6/1/16 toeachstudent. thateventhoughyoumight
thinkyouknowsomebody,
Instructeachstudenttowrite thereisalwayssomethingyou
downanexperiencethatthey dontquiteknow(theres
hadthatnobodyalreadyknows alwayssomethingtolearn).
about.Thiscouldrangefrom Thiswouldbeagoodgameto
beingsomethingsmalllikeI playinthemiddleofthe
pickedupaturtleoffthe schoolyearaftereachstudent
middleoftheroadtodaytoI hadthechancetogettoknow
gotkidnappedwheniwas5. eachother.Thisactivitycan
alsoberelatedtoaspecific
Teachershouldcollectall subjectbymakingthe
sheetsofpaperandnumber experiencescontentrelated.
eachonefrom1-theamount Forexample,whenteachingin
ofstudentsintheclass. ascienceclasswithananimal
unit,youcanmakethetopic
Thestudentsshouldthen notjustaboutexperiencesthe
numberapieceofpaperwith studentsmayhavehad,but
theamountofstudentsinthe insteadexperiencesthatthey
classfrom1-#. hadwithanimals.Similarly,
thisactivitycanbeusedinany
Teachershouldreadeach othersubjectjustbyadjusting
paperoutloudinnumerical thetopicaccordingly.I
orderandhavestudentsguess woulddefinitelyusethis
whoexperiencedthat activityinsciencebutitcan
experiencebywritingtheir alsobeusedinsocialstudiesas
namewiththecorresponding well-highlightingthedifferent
number. historicallandmarksstudents
mayhavebeentoorwishthey
Aftereachonehasbeenread, couldhavegoneto.
startwithnumberoneand
havestudentsguesswho
dunnit.Thepersonwould
thenrevealthemselvesatthe
end.
InquiryBasedLearningwith Havestudentstakeouttheir WhatIlearnedfromtheway
TeacherledInvestigation mathnotebooks(orwhatever Mr.Stewartwasteachingwas
- Fieldwork,6/2/16 subjectyouareworkingonat thatitdoesnthavetosimply
thetime). beaboutcopyingdown
informationinthebook.You
Takeyourownnotebookout canusethistimeandhave
andplaceitunderthe studentsthinkmoreabstractly
documentprojector. andoutsideofthebox.Have
studentslearnanddiscoverby
Guidestudentswithquestions providingthemthequestions
andnotdirectanswers.For andbuildingblockstohelp
examplewhenlearningabout themworktowardnewideas.
quadrilateralssayWhatdo Whenyournotesarecreated
youknowabout bystudentinvolvementitgives
quadrilaterals?Offermany moremeaningtothelearning
opportunitiesforstudentsto thattakesplace.Itisvery
participate. studentorientatedandthis
woulddefinitelybeastrategy
Asthestudentsworktoward tousethroughouttheschool
theanswersyouwantthemto year.Whatisimportantabout
gotoward,makenoteoftheir thisconceptisthatitcanbe
findingsonyourown implementedinanytypeof
notebook.Thiswillserveasa classroom-whetheritbea
guideforthemtolookatwhile generalelementaryclassora
theywriteintheirnotebook. subjectspecific(likemath)
middleschool.Inmyfuture
Afterquestioning,scaffolding classroom,Iwouldusethis
andgettingstudent methodofposingcritical
input/participation(caneven thinkingquestionswhen
havethemcomeupandwrite studentshaveaslight
materialinyournotebook)- backgroundofwhattheyare
thestudentsshouldhave currentlylearningabout.This
sufficientnotestocomplete way,Icantaketheircurrent
theirhomeworkandclasswork. knowledgeandhelpthem
scaffold/investigatetheirway
togainingnewideas.For
example,ifastudentknows
aboutadditionandisworking
towardlearningmultiplication,
questionssuchasHowcan
wewrite/draw22+2+2?
Canyoudrawanarraythat
representsthat?Whatdo
youthink2+2+2also
means?.Thesequestions
donttellthestudentstraight
outthat2+2+2isthesame
as2x3buthintsatit,asking
questionsforstudentstofigure
itoutthemselves.Inorderto
trulychallengestudents
thinking,thismethodcanalso
beusedinclasseswhereideas
dontalwaysseemconcrete
(suchaslanguageartsorsocial
studieswhichcansometimes
beopinionatedorseenfrom
differentviewpoints)byasking
questionssuchasWhatdo
youthinkisthethemeofthis
story?Whatwastheauthor
implyingandhowdoyou
know?.Thisway,theteacher
canleadthestudentsonan
investigationnotbyjusttelling
themwhattheanswersarebut
insteadguidingthemtothe
rightdirection.

ThisorThat Clearspaceintheclassroom Ilearnedthatthisactivitycan


- http://www.cultofped forstudentstobeableto helpstudentsbreakoutof
agogy.com/classroom-i movearound. theirshellandspeakupabout
cebreakers/ whytheychoseaspecific
Presentatopicforstudentsto stance.Thiswouldalsospark
lightlydebateon.For debateanddiscussion.By
exampleWhichanimalmakes doingthisactivity,youcanalso
abetterpet-catsordogs? learnaboutyourstudentsand
Studentswillthenhaveto whattheirinterestsare.I
movetothesideoftheroom wouldusethisinmyteaching
whichrepresentstheirbelief. asanactivitytouseinthe
Inthissituation,onesideof beginningoftheschoolyearor
theroomwillbecomposedof inbetweenperiodsifthereis
catloversandtheotherside time.Contentwise,this
willbecomposedofdog activitycanbeincorporatedin
lovers. mostsubjectsbutIthinkitd
workbestinalanguageartsor
Afterchoosingaposition, socialstudiesclass.Inthese
allowstudentstotalkabout particularclasses,students
whytheychosethatspot. learnaboutmanyfascinating
people,places,andthingsthat
Repeatwithvarioustopicsand studentscanformopinionson.
questions.Someexample Whenplayingthisactivityina
questionsareWouldyou classthatislanguageartsor
ratherbeindoorsor socialstudiesbased,students
outdoors?orWhatisworse: candebateaboutdifferent
bodyodororbadbreath? perspectives,opinions,and
ideasthatthesesubjectsoften
offer.Forexample,when
youreposedwithastorysuch
asTheGiver,byLoisLowry,a
questionthatcanbeaskedis
Shouldwestrivefora
perfect/utopianworld?and
thenstudentswhosayyescan
goononesideoftheroom,
andstudentswhodisagreecan
goontheother.Thentheycan
backuptheiropinionsbased
ontheirownlifeaswellasthe
book.Inthissuchway,it
mightevenserveasan
informalassessmentwhen
evaluatinghowstudents
respondandbackuptheir
opinions.Thisisanactivity
thatcanbequickorlong
dependingonhowmuchtime
theteacherwantstospendon
it.Thiswouldalsoallow
studentstopracticebackingup
theirthoughtswithreasoning,
examples,andevidence.

TheWarmWindBlows Arrangetheclassroomsothere Ilearnedthatthisbrainbreak


- Inclass,6/8/16 isjustenoughchairsforall activityisonethatallows
students. studentstomovearoundand
thinkfastontheirfeet.Thisis
Placeonechairinthefrontof agreatactivitytouseinthe
theroom. middleschoolyearsasstudents
aregoingthroughphysical
Pickonestudenttositinthe changeswiththeirbodiesand
chairinthefrontoftheroom. oftenhaveaneedtogetupout
oftheirseatwhentheyre
Thestudentinthefrontofthe feelingantsy.Whilethis
roomwillbethefirstoneto activityisgreattoplaysimply
startthegame.He/shewill togettoknowthestudentsin
startbysayingWhenthe theclass/asashortfreetime
warmwindblowsitpicks gameitcanalsobeadaptedto
up.,thenmention useforcontentrelated
somethingthatistrueto activitiesaswell.Forexample,
his/herself.(Forexample: inasocialstudiesclassroom
Whenthewarmwindblowsit thewarmwindcanblow
picksupeveryonewhois everyonewhohasvisiteda
wearingflipflops) battlefield,orhashikedupa
wellknownmountain.The
Atthispoint,allstudentsin topicsinquestioncantouch
theroomwhoarewearingflip uponsocialstudiesaspectsthat
flopsmustgetoutoftheirseat studentsmighthave
andfindanotherseattositin. experienced.Thisnotonly
Thelastpersonwhoisleft relatestheactivitytothe
standinggetstositinthefront content,butalsototheirown
oftheroomandsaythenext liveswhichmakesitamore
statement. meaningfulexperience.Isee
myselfusingthisactivityinthe
Thegamewillcontinueon classroomasatimefiller,or
untiltheteacherstopsthe dependingontheunit/subject
game. thatIamcurrentlyteachingI
canadjusttheactivitytothe
informationbeinglearned.
WhatIparticularlylikeabout
thisactivityisthatitcanalso
beusedintheelementary
schoolyears,whichiswhatI
somedayhopetoteach.

TeacherGuided,Long-Term Atthebeginningoftheschool WhenIhadheardaboutthis


StudentInterestProject yearhavestudentspickan project,Iwasamazed.Ididnt
- Fieldwork,6/7/16 interestoftheirchoiceto thinkthatfifthgraderswould
researchandcreateaproject beabletostaydedicatedand
on. engagedtoayearlongresearch
project.Ithinkthatthisisa
Theycancreatethisproject greatactivitybecauseitisso
aroundanythingtheydesireas versatileinawaythatitcanbe
longasitisschoolappropriate. usedinalmostanycontent
subjectorjustbeageneral
Allowsometimeeachweek projectaswell.Itcanbe
forstudentstoworkontheir adaptedinsuchwaysthatthe
projectsandthroughoutyou broadertopichastorevolve
shouldhelpthemfocuson aroundasubject(science,
aspectssuchas math,english,health,social
- Howtoresearch studies,music-prettymuch
properly(Whatmakes anything)buttheindividual
asitevalidand topiccanbethestudents
reliable?) choice.ForexampleifIwas
- Howtocreateawork teachingscienceandtheunit
cited. wasonchemicalreactions,the
- Howtocreatea studentscanconductresearch
powerpoint/Google onscienceprojectsthatcanbe
slides donethatinvolvechemical
reactions.Tomakeiteven
Thestudentsmustfollowa moreinterestingandtotakeit
templategivenbythe onestepfurther,theycould
interventionteacherwhich eventaketheirresearchtolife
givesthelayoutofwhatneeds andcarryouttheactivity.IfI
tobeincludedinthefinal weretousethisinmyfuture
product. classroom,Imightnotgowith
- Thetemplateincludes theyearlongrouteintermsof
variousquestions/ways lengthofprojectbutcan
toexpandtheir insteadcutitdowntoafew
researchoneachslide weeksinstead.Thisway,Ican
thatstudentscan adjusttheprojecttothelength
choosefrom oftimeIamteachingaunit
(soitwillstayrelevant).Ireally
Towardstheend,teachthe likehowthisprojectcanbe
studentshowtoaddeffects, usedinalmostanysubject,
backgrounds,andvideosto evenmathasresearchcanbe
theirslideshow. doneonmathematicians,
shapes,andconcepts.Because
Haveeachstudentpairupand thestudentswerefairlyyoung,
peereditwitheachotherby Ithinkthattheamountof
fillingoutaWhatIlikedand guidancetheintervention
Whatcouldbeimprovedon teachershadgiventhemwas
worksheet. justtherightamount.By
introducingthisprojectandby
Eachstudentwillhavethe teachingstudentshowto
opportunitytoworkontheir researchandwhatcomponents
publicspeakingskillsasthey areimportanttoawell
willallhavetheopportunityto roundedresearchproject,it
presenttheirpowerpointsand setsstudentsupforsuccessin
researchtotheclass. thefuture-astheywillonly
endupconductingmoreand
moreresearchassignments
throughcollege.Onething
thatImightdodifferentlyis
notlimittheircreativitytothe
extentwhereeachslidehadto
bethesamebackground,or
thefonthastobethistype
withthiscolor.Aslongasthe
informationisreadable,Ithink
itwouldbefine.

FindSomeoneWho TeacherPreparation: WhileIfoundthisactivity


- https://www.press.umi Prepare15to20characteristics throughresearch,Ivaguely
ch.edu/pdf/047203165 usingvocabularythatyour rememberplayingthisactivity
1-sample.pdf studentsarefamiliarwith. inthepast.Ienjoythisactivity
becauseitisonethatallows
Typeeachofthese studentstogettoknowone
characteristicsonasheetof anotheronamuchdeeper
paper.Somequestionsshould levelthanjusttalkingtoa
beeasytofindapersonthat classmate.These
fitsthecharacteristic(ex:Find characteristicsthatareincluded
someonewhohasabrother), inthesheetarenotnecessarily
whileothersshouldbemuch topicsofconversationsthat
harder(Ex:Findsomeone mightcomeupineveryday
whowasbornoutofthe life.Thisactivitycanbealtered
country). tobecontentrelatedsimplyby
changingaroundthe
Activity: topics/words.Forexample,to
Announcethattheclassis makethisactivitylanguagearts
goingtodoacasualinterview related,theteachercanmakea
activityinwhichstudentswill sheetwithcharacteristicsand
askeachotheraquestionto sentencesthatincludetheir
findoutiftheydoacertain vocabularywordsfortheday.
activityorfitacertain Foranothersubjectsuchas
characteristic. socialstudies,the
characteristicscanbechanged
Whenstudentsfindsomeone fromwordstonotabledates
whosaysyestooneoftheir andhistoriceventsintime.
questions,theyshouldwrite Studentscanrelatetothatby
thatpersonsnameontheir respondingtoquestionssuch
checklistsheetandgoonto asIreadabookabout
thenextquestionwithanother GeorgeWashingtonorI
person. knowsomeonewhofoughtin
WorldWarII.Iwoulduse
Makenotetostudentsthat thisactivityintheclassroomto
eachpersonsnamecanonly makecontentbasedlearninga
bewrittenonceontheirsheet. littlemorepersonalasyouare
thenabletoseeifstudentscan
Passoutthesheetsofpaper putthemselvesinthetimeline
andaskstudentstostandup ofhistory.Thegoodthing
andstarttalkingwitheach aboutthisactivityisthatits
other. highlyversatileandcanbe
usedforageneralmeetand
Theactivityendswhen greetortogettoknowothers
studentshavefoundmost experienceswithindifferent
matchesoriftimedoesnot subjects.
allowtogofurther.Discussion
cantakeplaceafterwardby
askingquestionssuchas
Whatdidyoulearnfromthis
activity?

TalkingChips 1. Eachmemberofthegroup Thisactivityisgreatbecauseit


- Inclass,6/16/16 choosesitemstorepresent allowsforeverystudent(no
chips.Thechipscanbe matteriftheyarethemost
anything(i.e.paperclips, talkativeintheclass,orthe
balleduppaper,pencils). leasttalkative)toparticipate
Eachchiprepresentsaturn andhaveanequalsayinthe
totalkand/orrespondin groupdiscussion.Thisensures
thediscussion. thateachstudentinteractswith
theirgroupandstaysengaged.
2. Whenastudenthas Ithinkthiswouldbebestto
somethingtoaddtothe useinanyclassroomthat
discussions/heputsone incorporatesgroupdiscussion
ofhis/herchipsintothe orprojects.Ipersonallywould
centerofthegroupstable. havebenefitedfromthis
He/shewouldthenbeable activityifIweretoplayit
totalkandstatetheir whenIwasinK-12becauseI
opinionswhiletheother wasalwaysthatquietperson
groupmembersmust whoneverreallyparticipated
listen. unlessIwascalledonbythe
teacher.Ithinkthisisagreat
3. Whenthatpersonisdone activitytokeepinmind
talking,anotherpersoncan becauseIfeelthatteacherswill
putachipinthemiddle alwaysencounterstudentswho
andstatehis/heropinion willbeapprehensiveabout
orresponse. speakingupandstatingtheir
opinion.Withthatbeingsaid,
4. Studentsaregivena theteacherwouldhaveto
generaltopictodiscussand monitorallgroupstoensure
usetheirchipstotake thattheyareplayingthegame
turnscontributingtothe right/totherules.Personally,
conversation. whenweplayedthisinclassto
doourPLCgroupdiscussions,
5. Beforeastudentcanplace mygroupgotalittleofftopic
anotherchipinthemiddle attimesandforgottousethe
orspeakasecondtime, chipswhenweweretalking.It
he/shehastomakenoteof iseasytoforgetthechipsare
ifeveryonehastheirfirst therewhenanaturalflowof
chipsinthemiddle.No conversationisgoing,butitis
studentshouldbeleftwith importanttoupholdsoitcan
allhis/herchipsattheend serveitspurpose.SinceIsee
ofaconversation. myselfteachingamathclassin
thefuture,Iwouldusethisif
6. Onceeveryonehasputall studentsareworkingona
oftheirchipsintothe groupproject.Mathrequires
middleoftheteam,they explanationsthroughshowing
canberedistributedand workorincompletesentences,
theconversationcontinues. anditoftencanhavedifferent
answers(withtheuseof
differentmethods),soif
studentsweretousethis
activitywhilediscussingwhat
theyshoulddoandwhy,an
equalshareofparticipationcan
occur.Duringthetalkingchip
activity,Iwouldalsowantmy
studentstoaskquestionsto
theirgroupiftheydontknow
whattosay,andalsodraw
connectionsfromtheir
discussion.AnotherwayIcan
seemyselfusingthisactivityis
inaLanguageartsclass,where
differentperspectivesandsides
ofabookisoftenpresented
andneedstobediscussed.Any
timediscussionneedstotake
place,thetalkingchipactivity
canassistincreatingaspace
whereeachpersongetsto
contributeequally.

GalleryWalk 1.Create/gathermultiple Thegallerywalkisan


- http://www.theteacher questions,prompts,quotes, interactiveandslightlyactive
toolkit.com/index.php documentsorphotosabout wayoflearninganddiscussing.
/tool/gallery-walk thecurrenttopicofstudy. Throughmyresearch,Ifound
Writeeachoneonapieceof thegallerywalkactivitytobe
chartpaperoronawhite engagingasstudentsineach
board. grouphavetorotatearound
theroomandread/lookat
2.Hangthechartpapersin differenttypesofprompts.
variousplacesaroundthe Studentsarekeptengagedand
classroomtocreatemultiple intriguedastheyareonly
stations. lookingatacertaintopicfora
shortperiodoftime.Ifone
3.Groupthestudentsinto topicdoesnotinterestthem,
equalteams.Eachgroup thentheymightfindinterestin
shouldbegivenanumberto thenexttopicatthenext
startadifferentstation. station.Ithinkthisisagreat
activitybecauseitgetsall
4.Attheirfirststation,the studentstoparticipateand
groupwillcollaborativelyread formavisualdiscussion-
orobservewhatisposted,and whichisdifferentfroma
oneperson(therecorder)in typicalteacherledclass
thegroupshouldwritetheir discussion.Icanseethis
responses,thoughts,questions activitybeingusedinScience,
orcommentsonthechart SocialStudies,orEnglishin
paper. themiddleschoolclassrooms.
Isaythisbecauseeachof
5.Afterthreetofiveminutes, thosesubjectshavetopics
havethegroupsrotatetothe withinthemthatcaneasily
nextstation.Eachgroup provokedifferentopinions.
shouldreadanddiscussthe Forexample,inSocialStudies,
previousgroupsresponseand picturesofdifferent
addtheirownresponsetothe perspectivesofWWIIcanbe
chartpaperaswell. placedalongtheclassroom
walls,andstudentswillhaveto
6.Repeatuntilallgroupshave respondwhattheyfeelabout
visitedeachstation. it,whattheythinkisgoingon
withinit,andwhatquestions
7.Onceallstationshavebeen theymayhave.Intheendafter
visited,thestudentscango creatingacollaborative
backtotheirfirststationand reflectiononeachpiece,all
readwhatwasaddedtothe ideasandopinionsareshared
firstresponse. totheclass.Thiswouldbea
greatactivity,especiallyif
8.Classdiscussionwillthen goingaboutteachinga
takeplacewherethestudents difficultorcontroversial
canspeakaboutwhatthey topicbecausethestudentsare
learnedanddiscovered. mainlycommunicatingtothe
prompt/picturebywriting,
Note:theteachershouldwalk andnotnecessarilyspeaking.
aroundandobservethe Somestudentswouldfeela
studentsandstations- littleapprehensivesharingtheir
informallyassessingthrough opinionoutloudtoa
observation. controversialphoto,butwhen
eachgroupwritestheir
thoughtsdownanonymouslyit
changesthetoneinwhich
peoplewouldfeelcomfortable
participatingin.

LearningbyDoing,With WhatIhadobservedinthe Ilearnedthatwhenteaching


PositiveTeacher classroomonTuesdaywasan studentstolearnbydoing
Reinforcement amazingexperiencetowatch. (kinesthetic-ly),theytendto
- Fieldwork,6/14/16 learnwithoutexplicitly
ThestudentsinMr.Stewarts knowing.Thewordchoices
classwereconductingan thatMr.Stewartuses(using
investigation/experiment specifichighlevelscience
revolvingaroundziplinesand wordslikeprototype)
creatingaprototypethatwill encouragelearningaboutwhat
carryapingpongball aprototypeiswithoutreading
persondownthezipline. itfromatextbookandwriting
downthedefinitionsmany
Althoughthestudentshad times.Whenaprototypedoes
createdadesigntheprevious notpassonthezipline,he
day,theyquicklyfoundthat encouragesstudentstomake
theirdesign(whenitcameto revisionsandthinkaboutwhat
life)didnotalwaysworkas dotheyneedtochangeto
expected. improvetheircar.When
studentslearnbydoing,I
Atthistime,Mr.Stewart believeitmakesthemmore
wouldencouragestudentsto excitedtoseesuccessin
bettertheirinventionbysaying comparisontoiftheywere
thingslikeHowcanyou toldexactlywhattodowith
makethatgofaster?What thematerialsandhowtodoit.
doyouthinkyoucandoto Ilearnedthatlettingthe
yourprototypetobringit studentstakecontroloftheir
downthezipline?Whatcan learning(withsetboundaries
youchange? andrulesofcourse)canbea
riskbutalsoameaningfulone
Andwheneverstudentswould asthestudentswillalways
saysomethinglikeYoursisso remembertheseopportunities.
slow!Mr.Stewartwouldsay Iwouldusethismethodina
Itsnotacompetition,wecan scienceclassbecauseithasa
shareideastoimprove lottodowithexploration.
Scienceisthebestsubjectto
Mr.Stewartsclassroom exploreandtestout
managementwhilecarrying hypotheses.Withtheright
outaseeminglychaotic direction,studentsshouldnot
experimentwassuperbashe beafraidtomakemistakes,
setboundariesforthestudents andshouldbeabletotry
andclearrulesthathe somethingdifferenttomake
expectedthemtofollow. themselvessucceed.Fora
Whenonestudentmisbehaved specificexample,Iwoulduse
andranunderthezipline,he thismethodifIweretohave
stayedtruetohiswordandthe studentscreateabattery
studentswerenolonger poweredcar(asanendofunit
allowedtotestouttheir projectaboutcircuits).Iwould
designsuntilthenextday. askthemWhatdoesacircuit
needtorunelectricity?aswell
Thestudentsunderstandhis asotherquestionsthatspark
wayofteaching,andwhileit thinkingfromtheprevious
doesntworkforeverybody,he lessons.Ifstudentscantake
makesitworkinawaythathe theirlearningandapplyittoa
canbesillyattimesandstern reallifeexample/project,they
atothertimes.Hewasavery willvaluetheirexperiences
respectedteacherandiadmire moreandbeexcitedtolearn.
that.Withthisstyleof Onethingtobewaryofthis
teaching,Ialsolikedhowhe styleofteaching/learningis
reinforcedideasoflearning thatitcanandwillgetloudin
sciencenotbyreadingoutofa theclassroom.Boundariesand
textbookandusingdefinitions, rulesneedtobesetbefore
butinsteadusingwordslike studentsaresetfreeandI
prototype,variables,and feelliketheteachermusthave
experimenttoshowwhatthe goodclassroommanagement
scientificmethodisallabout skillsbeforeevenattempting
(learningbydoing). toletstudentshavefullcontrol
oftheirexperiments.


2 1


Requirements Threeormoremethods,fromvaried Methodslogismissingonemethodor
resources(i.e.fieldobservations,class methodsarenotfromvariedresources.
resources/experiences,research),are
highlighted.


Showsathoroughunderstandingofthe Demonstratessomeunderstandingof
Methods methodsobserved,experienced,or themethodsobserved,experienced,or
Description researched.Thoroughlyexplainshow researched.Explainshowthemethods
themethodswerepresentedand/or werepresentedand/orimplemented.
implementedsothatitcanbe
replicated.


Evidenceofcriticalanalysisofthe Someevidenceofanalysisofthe
Analysisand methodshowsthestudentis methodshowsthestudentconsiders
Reflectionof consideringmultipleaspectsregarding morethanoneaspectregarding
Methods implementationanduse.Reflective implementationanduse.Reflective
commentsevidencedepthinthinking commentsshowsomecriticalthinking
abouthows/hefeelsaboutthe abouthows/hefeelsaboutthe
methodsobserved,experienced,or methodsobserved,experienced,or
researched. researched.


Implementation Logentryincludesdetailedexamplesof Logentryprovidesvague/general
howthemethodscouldbeusedina examplesofhowthemethodcouldbe
middleschoolclassroom. usedinamiddleschoolclassroom.


Content Logentryincludesdetailedexamplesof Logentryincludesvague/general
Connections howthemethodscouldbeusedto examplesofhowthemethodscouldbe
teachaspecificsubjectand/ortopicin usedtoteachaspecificsubjectand/or
themiddleschool. topicinthemiddleschool.



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