Instructional Planning and Presentation in Elementary

Education - Part B

Active Participation: Student Engagement by Practicing Using New

Content Knowledge
In a hands-on activity I had student’s create a solar system model necklace. This
gives the student’s an opportunity to practice the order of the planets while
making the necklace. By the students having this model to keep, they are given
more opportunities to use it to refer to when practicing. “While all students benefit
from guided practice, English language learners make more rapid progress in
mastering content objectives when they have multiple opportunities to practice
with hands-on materials and manipulatives. (Burden & Byrd, 2013, p. 189)

Grouping: Ability Grouping (With-in Class homogeneous grouping)

The students are placed into groups based on their academic abilities. They are
placed in pairs to participate in a Think-Pair-Share activity. The 2 ELL students
are placed together and the 2 students with gifted exceptionalities are place
together. This gives the students the opportunity to work with someone on their
same level to create a studying device that works best for them. Peer tutoring
gives students an opportunity to develop a bond between each other, which can
help incorporate slow learners into the group. (Burden & Byrd, 2013)

Technology: Computer & Projector

The technology in this lesson is the use of a computer and a projector to show an
informational video. I used a BrainPOP Jr. video to present the information to the
students after I introduced the lesson. This video gives the initial information to
the students so that they may participate more in the discussion to follow. You
also will need to consider issues such as differentiating instruction, meeting the
needs of diverse learners, integrating technology into instruction, and using
assessment data to guide instructional planning.(Burden & Byrd, 2013, p. 113)

Assessment: Summative via Worksheet

After students completed their solar system model necklaces, they will clear their
desks and be given a summative assessment to gauge content understanding.
This is done by having the student’s independently complete a worksheet. The
worksheet has a picture of the solar system with the Sun and all 8 planets in
order. Each planet has a blank next to it for the student to fill in the name of the
planet. The student’s can use their mnemonic sentences to help them recall the
name of each planet in the correct order and label them on the worksheet. This
type of assessment will give the best information on the comprehension after the
lesson. (Burden & Byrd, 2013)

References
Burden, P. R., & Byrd, D.
M. (2013). Methods for
effective teaching:
Meeting the needs of all
students (6th ed.). Boston,
MA: Allyn & Bacon.
ISBN: 978-0132901703
Burden, P. R., & Byrd, D.
M. (2013). Methods for
effective teaching:
Meeting the needs of all
students (6th ed.). Boston,
MA: Allyn & Bacon.
ISBN: 978-0132901703
Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: Meeting the
needs of all students (6th ed.). Boston, MA: Allyn & Bacon. ISBN: 978-
0132901703