Meurer, Chelsea ELEM3600 Practicum Observation Hours
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East Carolina University *
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Course
3600
Subject
Arts Humanities
Date
Jun 18, 2024
Type
Pages
19
Uploaded by bigjolly1984
ELEM 3600 PRACTICUM OBSERVATION HOURS
Chelsea Meurer
DIRECTIONS: YOU WILL HAVE A CHANCE TO DO YOUR OBSERVATIONS USING
TEACHING CHANNEL.
●
PLEASE MAKE A COPY OF THIS DOCUMENT AND COMPLETE THE
QUESTIONS AND TASKS FOR EACH SECTION.
●
USE AT LEAST 2-3 SENTENCES TO ANSWER EACH QUESTION, UNLESS
PROVIDED WITH A DIFFERENT NUMBER OF SENTENCES FOR A SPECIFIC
TASK.
●
ONCE YOU ARE DONE, EMAIL YOUR COPY OF THIS DOCUMENT TO ME
AS A PDF.
Video 1
Title: Illustrating Democracy: Art Brings Words to Life
Grade: 5th
Time: 12 minute video plus time to complete the task=42 minutes.
Video: https://learn.teachingchannel.com/video/teaching-democracy-through-art
Reflection Questions:
1.
How does Ms. Vitti activate students' background knowledge?
Ms. Vitti activates students' background knowledge by initially reviewing key terms
related to social studies, specifically about government in Canada. She encourages
students to recall and share these important words, which are then used to create an
anchor chart. This method ensures that students connect previously learned concepts
to the new lesson, facilitating a deeper understanding through discussion and
visualization.
2.
What keywords does Ms. Vitti focus on?
Ms. Vitti focuses on keywords related to social studies concepts like "federal" and
"democracy." These terms are integral to understanding the structure and function of
government in Canada. By emphasizing these terms, she helps students build a strong
foundation for the lesson's content, making complex ideas more accessible and
relatable through art and drama activities.
3.
Why is it important to activate students’ background knowledge before starting
new content?
Activating students' background knowledge is crucial as it helps students make
connections between what they already know and the new information they are
about to learn. This process enhances comprehension and retention by providing a
familiar context, making new content more meaningful and easier to grasp. It also
boosts students' confidence as they see their prior knowledge being valued and
utilized in learning new concepts.
4.
How does Ms. Vitti engage students in reflection?
Ms. Vitti engages students in reflection by having them examine their own artwork
and that of their classmates. She prompts them to think about their initial ideas, the
process they went through, and the final outcomes. This reflective practice encourages
students to assess their learning journey, consider what they might do differently, and
recognize the strengths and unique qualities of their work and that of their peers,
fostering a deeper understanding and appreciation of their artistic expressions.
Video 2
Title: The Great Migration: Analyzing Point of View (Part 1)
Grade: 4-5th grade Gifted Class
Time: 51 minutes plus time to complete the task=80 minutes
Video:
https://learn.teachingchannel.com/video/the-great-migration-analyzing-point-of-view-part
-1
Reflection Questions:
1.
How did the teacher integrate a “professor for the day” into her lesson?
a.
Was that an effective strategy? Provide specific examples to support your
response.
The teacher integrated “professor for the day” by having students present their
findings to the class, taking on a leadership role in discussions. This strategy
was effective as it promoted student engagement and ownership of learning,
demonstrated by increased participation and confidence in presenting complex
ideas.
2.
Describe the strategies that the teacher uses to integrate content vocabulary into
the lesson.
a.
What are some of the content vocabulary words that she uses?
The teacher used direct instruction to define key terms and contextual use
within discussions and readings. Vocabulary words included migration,
urbanization, segregation, emigration, and push and pull factors, enhancing
students' understanding of the historical context.
3.
Explain how the teacher integrated fiction and non-fiction text into the lesson.
a.
Critique the sources that she chose. Choose another source that could
have been used to strengthen the lesson.
The teacher combined non-fiction texts for historical context with fictional
narratives for personal perspectives, creating a balanced view of the Great
Migration. While effective, the non-fiction texts were sometimes too complex;
an interactive website like PBS Learning Media’s Great Migration Collection
could have provided more accessible multimedia resources.
4.
Identify how the teacher used graphic organizers and accountable talk during the
lesson.
Graphic organizers such as T-charts and Venn diagrams helped students organize and
compare information visually. Accountable talk was used to facilitate discussions,
encouraging students to justify their ideas and engage critically with the content,
therefore enhancing collaborative learning.
*Video 3
Title:The Great Migration: Analyzing Point of View (Part 2)
Grade:4-5th grade Gifted Class
Time: 31 minutes plus time to complete the task=60 minutes
Video:https://learn.teachingchannel.com/video/the-great-migration-analyzing-pov-part-2
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Reflection Questions:
1.
How did the teacher create her small groups for this lesson?
a.
Why is that an effective strategy?
The teacher created small groups based on students’ skill levels and previous
interactions, mixing students with diverse strengths to foster balanced
discussions. This strategy ensured a variety of perspectives and peer support,
allowing stronger students to assist their peers and encouraging collaboration
and deeper engagement with the material.
2.
Why did the teacher have the students restate their roles in their groups?
The teacher had students restate their roles to clarify responsibilities and ensure
accountability within the group. This practice helped each student understand their
specific contributions, which streamlined group activities and promoted a structured
approach to tasks, leading to more effective collaboration.
3.
Provide specific examples of higher order discussions on point of view that took
place within the small groups. Include the timestamps to support your response.
At 10:45, a group debated how economic opportunities influenced different
perspectives on the Great Migration, with students comparing the motivations of
Northern industrialists and Southern farmers. At 15:30, another group discussed the
role of media portrayal in shaping public opinion, critically analyzing how newspapers
from the North and South presented the migration differently, which helped them
understand bias and perspective in historical narratives.
Video 4
Title: The Great Migration: Analyzing Point of View (Part 3)
Grade: 4-5th grade gifted class
Time: 26 minutes plus time to complete the task=50 minutes
Video:
https://learn.teachingchannel.com/video/the-great-migration-analyzing-point-of-view-part
-3
Reflection Questions:
1.
What strategies do the students use while critiquing peers’ posters during the
gallery walk?
During the gallery walk, students use constructive feedback techniques, such as “I
notice, I wonder” statements, and providing specific examples from the posters to
support their critiques (timestamp: 10:26). They also pose questions to their peers to
clarify points and suggest improvements, promoting critical thinking and reflection on
their work.
a.
Why are these strategies important as tools to support student learning?
These strategies are crucial because they encourage students to engage deeply
with the content, reflect on their learning, and improve their communication
skills. Constructive feedback helps students understand different perspectives
and refine their ideas, fostering a growth mindset and collaborative learning
environment.
2.
How would you adapt this lesson?
a.
Include a timestamp(s) of where you would place your suggestions into
the lesson.
I would adapt this lesson by incorporating a peer review checklist to guide the
gallery walk feedback, ensuring more structured and comprehensive critiques
(timestamp: 12:30). Additionally, integrating a brief self-assessment before the
gallery walk could help students reflect on their work and set specific goals for
improvement, enhancing the overall learning experience.
*Video 5
Title: All Block: Literacy, Science, and Social Studies
Grade: 3rd
Time 40 minutes plus time to complete the task=70 minutes
Video:
https://learn.teachingchannel.com/video/all-block-literacy-science-and-social-studies
Reflection Tasks:
1.
Create a paragraph using at least 5 sentences to summarize how social studies,
reading, and science was integrated into this lesson.
In this lesson, I observed a seamless integration of social studies, reading, and science
that enhanced the learning experience for the students. Social studies concepts came
alive through a hands-on activity where students used layering diagrams to represent
their family’s unique characteristics. At around 00:26 in the video, I noticed how this
activity not only engaged students creatively but also deepened their understanding of
social structures and diversity by allowing them to explore their own family
backgrounds. Reading was effectively incorporated through silent reading sessions and
the analysis of pourquoi tales, starting at 03:56. I particularly liked how students
examined the narrative elements of cultural stories. This approach not only enriched
their literacy skills but also exposed them to diverse cultural perspectives. For
example, during the pourquoi tales session, students eagerly discussed the characters
and settings, reflecting their engagement and comprehension. Science integration was
evident when students set up their science notebooks and discussed scientific
observations.At 00:26, it was clear that this activity promoted organizational skills and
scientific inquiry. I appreciated how the teacher emphasized the importance of
maintaining a well-organized notebook for recording observations, which is crucial for
scientific exploration. Overall, I found that this multidisciplinary approach effectively
fostered critical thinking by connecting content areas such as literature, cultural
diversity, and scientific exploration. Students were encouraged to draw parallels
between different subjects, enhancing their ability to think critically and understand
the interconnections between various aspects of their education.
2.
Provide 3 suggestions for modification to this lesson.
a.
Give a timestamp for each suggestion.
Timestamp: 00:26
To enhance the lesson on scientific note-taking, I would suggest incorporating a
brief, interactive discussion before students set up their notebooks. During this
time, I observed the teacher mentioning the need for the science notebooks
but not fully elaborating on the best practices for note-taking. Introducing a
discussion on methods such as how to organize observations, use headings,
and record data accurately would help students understand the purpose and
importance of organized data collection. This approach could make the activity
more meaningful and engage students more deeply in scientific practices by
giving them a solid foundation in effective note-taking techniques.
Timestamp: 03:40
At this point in the video, students were engaged in silent reading and the
analysis of pourquoi tales. To make the narrative analysis even more engaging
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and cater to diverse learning styles, I would recommend adding a digital
storytelling component. For instance, students could create their own pourquoi
tales using multimedia tools like story creation apps or video editors. This
integration of technology would allow them to combine text, images, and
audio to bring their stories to life, making the narrative analysis more
interactive and creative. Such an approach could enrich their learning
experience by allowing them to express their understanding of cultural stories
in a modern, dynamic format.
Timestamp: 05:21
During the pourquoi tales analysis, the lesson could be further enhanced by
including a collaborative group activity where students create a storyboard for
a new pourquoi tale. Observing the session, I noticed how engaged students
were in discussing narrative elements and cultural aspects of the stories.
Building on this, students could work in groups to blend elements from
different cultures and scientific concepts to create their own tales. This activity
would reinforce their understanding of narrative structures and cultural
diversity while promoting teamwork and creativity. By integrating different
cultural and scientific themes, students could explore new perspectives and
enhance their collaborative skills, leading to a more holistic and engaging
learning experience.
Video 6
Title: 3 R’s: Revolution, Reaction, and Reform
Grade: 4th
Time:15 minutes plus time to complete the task=45 minutes
Video:
https://learn.teachingchannel.com/video/teaching-complex-concepts
Reflection Task:
1.
How was a quick write strategy used in this lesson?
The quick write strategy was used at the beginning of the lesson to prompt students to
record their initial thoughts on whether a historical event was a revolution, reaction,
or reform (timestamp: 3:10). This approach activated prior knowledge and prepared
students for deeper analysis during the lesson.
a.
How do we know that this was an effective strategy for this lesson?
We know this was effective because it engaged students immediately, allowing
them to organize their thoughts and make personal connections to the content,
as evidenced by their detailed and thoughtful responses during class
discussions (timestamp: 7:45).
2.
Defend the idea that students responding to images on posters is significant to
student learning.
Responding to images on posters helps students visualize historical concepts and
encourages critical thinking by interpreting and analyzing visual information. This
method engages different learning styles and facilitates a deeper understanding of
abstract ideas, as seen when students debated the nature of revolutions using poster
images (timestamp: 10:25).
a.
A revolution or a reaction or both? Provide examples of student
responses with timestamps.
At 9:15, a student identified the Boston Tea Party as both a revolution and a
reaction, arguing it was a reaction to British taxes and a revolutionary act of
defiance. Another student at 11:40 described the Civil Rights Movement as
primarily a revolution due to its significant societal changes, showing nuanced
understanding of historical events.
3.
The teacher made connections to present time by integrating newspapers. What
were the students supposed to do with the newspaper?
a.
Was it an effective strategy?
Students were supposed to analyze current newspaper articles to identify
modern examples of revolution, reaction, or reform and relate them to
historical events discussed in class (timestamp: 13:20). This was effective as it
helped students connect historical concepts to contemporary issues, enhancing
relevance and engagement in their learning.
Video 7
Title: Message to Ground Zero
Grade: Elementary Students
Time: 4 min. Plus time to complete the task=34 minutes
Video:
https://learn.teachingchannel.com/video/students-coping-with-tragedy
Reflection Questions:
1.
How can language and writing help students cope with tragedy?
Language and writing provide a powerful outlet for students to express their emotions
and process their experiences during a tragedy. Through writing, students can
articulate their feelings of fear, confusion, and sadness, which can be cathartic and
therapeutic. It allows them to make sense of what happened, share their perspectives,
and connect with others who might have similar feelings, thereby fostering a sense of
community and mutual support.
2.
Why is differentiation so critical to this lesson and how does Ms. Harwayne
address it?
Differentiation is essential in this lesson because students process trauma and grief in
various ways, and they have different strengths in expressing their emotions. Ms.
Harwayne addresses differentiation by allowing students to use diverse forms of
expression, such as stories, poems, and drawings, to convey their experiences. This
approach accommodates different learning styles and emotional needs, providing
each student with a way to contribute meaningfully to the collective healing process.
3.
What ideas does this give you for teaching about September 11th?
Teaching about September 11th can be approached by incorporating creative and
reflective activities that allow students to explore their feelings and understand the
impact of the event. Using art and writing, as Ms. Harwayne did, can help students
process the historical and emotional aspects of the tragedy. Additionally, creating a
supportive environment where students can share their work and discuss their
thoughts can promote empathy, resilience, and a deeper appreciation for the lessons
learned from such events.
Video 8
Title: Geography With a Sensory Approach
Grade: 6-8th grade
Time: 5 min. Plus time to complete the task=35 minutes
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Video:
https://learn.teachingchannel.com/video/geography-lesson-idea-rain-forest
Reflection Questions:
1.
How does the teacher use a variety of sensory experiences to make learning
more effective?
The teacher incorporates sensory experiences by providing diverse types of evidence
related to the rainforest, including sounds, poems, travel blogs, and photos. This
multi-sensory approach engages different learning styles, allowing students to hear,
see, and read about the rainforest, which enhances their understanding and retention
of the information. By analyzing these sensory materials, students can construct a
more comprehensive and vivid picture of the rainforest climate and environment,
making the learning experience more immersive and effective.
2.
What critical thinking skills do you see the students using during this activity?
During the activity, students employ several critical thinking skills, such as analysis,
synthesis, and evaluation. They analyze the evidence provided, such as sounds and
photos, to extract relevant information about the rainforest’s climate. They synthesize
this information to form conclusions and create annotations for a climate graph.
Additionally, students evaluate their findings by discussing and comparing their
observations with those of other groups, which helps them refine their understanding
and draw well-rounded conclusions about the rainforest climate.
3.
What opportunities do you see for differentiation in this lesson?
The lesson provides opportunities for differentiation by offering various types of
evidence that cater to different learning preferences and strengths. Students can
engage with auditory (CD sounds), visual (photos), literary (poems), and textual (travel
blogs) materials, allowing them to access the content in a way that suits their
individual learning styles. Furthermore, group work allows for collaborative learning,
where students can support each other, share insights, and benefit from diverse
perspectives. This flexible approach accommodates varying abilities and interests,
making the lesson accessible and engaging for all students.
Video 9
Title: New Teacher Survival Guide: Technology in the Classroom
Grade: 6th grade
Time: 16 min. Plus time to complete the task=45 minutes
Video:https://learn.teachingchannel.com/video/technology-in-the-classroom
Reflection Questions:
1.
When planning a lesson - even when you're planning on incorporating technology
- what is the first question you should ask yourself?
The first question to ask is how technology will enhance or support the learning
objectives of the lesson (timestamp: 2:20). This ensures that technology is used
purposefully to enrich the educational experience rather than as a distraction.
2.
What does Sheryl argue is the power of technology?
Sheryl argues that the power of technology lies in its ability to personalize learning,
provide immediate feedback, and connect students to real-world resources and
interactive content (timestamp: 4:50). This versatility allows technology to meet
diverse learning needs and engage students in meaningful ways.
3.
How will that aid in students' retention of material and their engagement?
Personalized learning and immediate feedback from technology help reinforce
concepts and address individual learning gaps, thereby enhancing retention.
Interactive and engaging content captures students’ interest, making learning more
relevant and memorable (timestamp: 7:15).
4.
What is the impact of technology on this lesson?
In this lesson, technology enabled interactive simulations and real-time collaboration,
making abstract concepts more concrete and accessible (timestamp: 12:10). It also
facilitated student-centered activities, increased engagement, and allowed for
differentiated instruction, leading to more effective and personalized learning
experiences.
Video 10
Title: Exploring How Governments Respond to Famine
Grade: 7th
Time: 28 min. Plus time to complete the task= 60 minutes
Video:
https://learn.teachingchannel.com/video/exploring-how-governments-respond-fa
mine
Reflection Questions:
1.
What evidence can you see of classroom management and routines already in
place?
The teacher has established clear expectations and procedures, as shown by students
efficiently transitioning between activities and using pre-assigned roles in group work
(timestamp: 2:40). Additionally, the consistent use of hand signals for asking questions
and organized distribution of materials indicate strong classroom routines.
2.
How does the teacher engage the students in the DBQ right from the beginning of
the lesson?
The teacher engages students immediately by presenting a compelling hook question
about the impact of famine on societies and showing a thought-provoking video clip
that contextualizes the issue (timestamp: 4:30). This approach captures students’
interest and sets the stage for the Document-Based Question (DBQ) analysis.
3.
How does the teacher check for understanding throughout the lesson?
The teacher checks for understanding by circulating the room to observe group
discussions, asking probing questions, and using quick formative assessments like
thumbs-up/thumbs-down and exit tickets (timestamp: 18:20). This ongoing
assessment allows the teacher to gauge student comprehension and address
misconceptions in real-time.
Video 11
Title:Social & Emotional Learning Activity: Family Diversity
Grade: 3rd
Time: 26 min. Plus time to complete the task=60 minutes
Video:https://learn.teachingchannel.com/video/social-emotional-learning-activity-family-
diversity
Reflection Task: Using one paragraph with at least 5 sentences, compare and contrast
this lesson with a lesson that you have taught in the past. Provide specific examples of
both lessons.
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In the “Family Diversity” lesson, the focus was on celebrating different family structures
through storytelling and discussion, promoting inclusivity and empathy. Similarly, in a past
lesson on “Cultural Heritage,” I had students share their family traditions, which fostered
appreciation for diverse backgrounds. However, while the “Family Diversity” lesson used a
circle time format to encourage open dialogue and emotional sharing (timestamp: 7:45), my
lesson utilized a project-based approach where students created posters representing their
heritage. Both lessons aimed to build community and understanding, but the “Family
Diversity” lesson emphasized verbal sharing and emotional connection more directly,
whereas my lesson concentrated on visual representation and individual reflection.
Video 12
Title:Theater Boxes: Making History Come Alive
Grade: 6th
Time: 5 min. Plus time to complete the task=35 minutes
Video:https://learn.teachingchannel.com/video/teaching-history-through-theater
Reflection Questions:
1.
How is this lesson used as an assessment tool?
The lesson serves as an assessment tool by evaluating students' understanding of
historical events through their creation and presentation of theater boxes, which
visually and verbally demonstrate their grasp of the content (timestamp: 2:50). This
method allows the teacher to assess creativity, comprehension, and presentation skills
in an engaging format.
2.
Why does the teacher give each student a "secret fact" and how is it used to keep
the class engaged?
The teacher gives each student a "secret fact" to integrate into their theater box
presentation to add an element of surprise and intrigue, encouraging active listening
and maintaining class interest as peers try to identify the fact (timestamp: 3:40). This
strategy fosters curiosity and attentiveness during presentations.
3.
How would you use this lesson to promote oral presentation for the reluctant
public speaker?
To promote oral presentation for reluctant speakers, I would allow students to
collaborate in pairs or small groups, offering a supportive environment where they can
share speaking roles and build confidence (timestamp: 4:30). Additionally,
incorporating practice sessions and positive feedback could help them become more
comfortable with public speaking.
Video 13
Title: Interpreting Ancient Art in Social Studies
Grade: 6-8th
Time: 10 min. Plus time to complete the task=40 minutes.
Video:
https://learn.teachingchannel.com/video/interpreting-ancient-art-getty
Questions:
1.
How does the See-Wonder-Think thinking routine deepen the way students look
at art?
The See-Wonder-Think routine deepens students' analysis of art by encouraging them
to observe details ("See"), ask questions about what they observe ("Wonder"), and
make inferences or connections based on their observations ("Think") (timestamp:
3:15). This structured approach enhances critical thinking and helps students move
from simple observation to deeper interpretation and understanding of the artwork's
context and meaning.
2.
Why is it important to focus solely on observations during the first part of the
routine?
Focusing solely on observations during the "See" phase prevents students from
jumping to conclusions and ensures they gather detailed visual evidence before
interpreting the art (timestamp: 2:10). This careful observation builds a solid
foundation for more accurate and informed analysis in the later stages of the routine.
3.
How do students apply their knowledge of social studies when analyzing art?
Students apply their social studies knowledge by using their understanding of
historical contexts, cultural symbols, and societal norms to interpret the meanings and
significance of ancient artworks (timestamp: 6:20). This integration helps them make
connections between visual elements and the historical or cultural narratives they
represent, deepening their comprehension of both the art and the social studies
content.
Video 14
Title: Making Thinking Visible
Grade:Elementary
Time: 9 min. Plus time to complete the task=40 minutes
Video:
https://learn.teachingchannel.com/video/making-thinking-visible
Task: Apply what you learned from this video to design your own lesson using mind
maps. Write at least 5 sentences in your description.
Objective:
Students will create a mind map to explore and understand the components and interactions
within different ecosystems, such as forests, deserts, and oceans.
Grade:
4th Grade
Time:
40 minutes
Materials:
●
Large sheets of paper or whiteboards
●
Markers
●
Ecosystem information sheets (including flora, fauna, climate, etc.)
●
Access to books or digital resources about ecosystems
Description:
1.
Introduction (5 minutes): Begin the lesson by introducing ecosystems and explaining
the concept of a mind map as a tool to visually organize information. Show an example
mind map related to a simple topic to illustrate how ideas can branch out from a
central concept.
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2.
Group Activity (10 minutes): Divide the class into small groups, and assign each group
a different ecosystem (e.g., forest, desert, ocean). Provide each group with
information sheets about their ecosystem. Ask the groups to brainstorm the various
components of their assigned ecosystem, such as types of plants, animals, and climate
conditions.
3.
Creating Mind Maps (15 minutes): Each group will create a mind map on a large sheet
of paper or whiteboard, placing their ecosystem in the center. Students will draw
branches to represent key components like plants, animals, climate, and interactions
within their ecosystem. Encourage them to use images and keywords to enhance their
maps, making their thinking visible and easy to follow.
4.
Presentation and Discussion (5 minutes): Groups will present their mind maps to the
class, explaining the components and interactions within their ecosystems. As each
group presents, the teacher will facilitate a discussion, highlighting similarities and
differences between ecosystems and asking questions to deepen understanding.
5.
Reflection (5 minutes): Conclude the lesson with a reflection activity where students
individually write a brief summary of what they learned about ecosystems and how
mind maps helped them organize and understand the information. This reflection will
help reinforce the learning objectives and the effectiveness of using mind maps.
Video 15
Title: Just the Facts
Grade: kindergarten
Time: 49 min. Plus time to complete the task=80 min.
Video:https://learn.teachingchannel.com/video/just-the-facts-complete-lesson
Task: Watch this lesson with a critical eye and create a paragraph (with at least 5
sentences) describing three modifications that you would make to differentiate it to meet
the needs of the learners.
To better meet the diverse needs of kindergarten learners in the "Just the Facts" lesson, I
would incorporate several modifications. First, I would introduce visual aids and
manipulatives, such as picture cards and physical objects, to provide concrete examples and
hands-on learning experiences, making abstract concepts more accessible (timestamp: 12:45).
For instance, using picture cards for counting facts and real objects like blocks or toys to
demonstrate quantities can enhance understanding. Second, I would implement small group
instruction to address varying skill levels, offering tailored support and activities that
challenge advanced learners while providing additional guidance for those needing more
practice (timestamp: 26:30). This approach ensures that all students receive appropriate
levels of challenge and support. Lastly, integrating interactive technology, such as educational
apps or digital games, can provide engaging and adaptive learning experiences that reinforce
the lesson's content in a fun, interactive way (timestamp: 35:50). For example, using a math
app during reflection where students match facts to pictures can make reviewing material
more engaging and effective. These modifications can create a more inclusive and dynamic
learning environment that caters to the unique needs of each student.
Video 16
Title: How They Do It In the US: A Global Approach
Grade: Elementary
Time: 27 minutes plus time to complete the task=60 minutes
Video:https://learn.teachingchannel.com/video/teaching-global-awareness
Reflection Questions:
1.
What are some reasons this district "internationalizes" its curriculum?
The district internationalizes its curriculum to prepare students for a globally
interconnected world, promoting cultural awareness, and fostering critical thinking
skills (timestamp: 2:50). This approach helps students understand diverse perspectives
and develop skills necessary for global citizenship and future career opportunities in
an international context.
2.
How does this global approach impact students and their future selves?
This global approach equips students with a broader understanding of different
cultures, enhances their empathy, and develops their ability to think critically about
global issues (timestamp: 7:10). By learning to appreciate diverse perspectives and
solve complex problems, students are better prepared to navigate and contribute
positively to an increasingly interconnected world.
3.
Notice the depth and rigor of student discussions. What elements of this
approach can you bring to your school or classroom?
Elements to bring into the classroom include integrating current global issues into the
curriculum and encouraging discussions that require students to analyze, compare,
and reflect on these issues from multiple perspectives (timestamp: 15:40).
Implementing project-based learning that involves international themes and
collaborating with schools in other countries through virtual exchanges can also
enhance students' global awareness and critical thinking skills.
Video 17
Title: Fact or Opinion
Grade: kindergarten
Time: 27 minutes plus time to complete the task=60 minutes
Video:https://learn.teachingchannel.com/video/fact-or-opinion-complete-lesson
Reflection Task: Summarize how fact and opinion was taught in the lesson using at
least 5 sentences in a paragraph.
In the “Fact or Opinion” lesson for kindergarten, the teacher introduced the concepts by
defining facts as statements that can be proven true and opinions as personal beliefs or
feelings (timestamp: 3:15). She used simple, relatable examples, such as “Apples are red”
(fact) versus “Apples are the best fruit” (opinion), to clarify the distinction (timestamp: 5:30).
Students then participated in a sorting activity where they categorized various statements
into fact or opinion, enhancing their understanding through hands-on practice (timestamp:
10:50). The lesson also included group discussions where students shared their reasons for
categorizing statements, promoting critical thinking and verbal expression (timestamp:
14:20). To reinforce learning, the teacher concluded with a read-aloud session where students
identified facts and opinions within the story, applying their new knowledge in a different
context (timestamp: 20:10).
Video 18
Title: The Kindergarten Experience
Grade: K-2
Time: 46 min. Plus time to complete the task= 75 minutes
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Video:
https://learn.teachingchannel.com/video/the-kindergarten-experience-complete-le
sson
Reflection Questions:
1.
How is show and tell used in this lesson?
In this lesson, show and tell is used to give students a platform to present their
personal items and stories, which helps build their confidence in speaking and sharing
in front of peers (timestamp: 7:45). It serves as an engaging way to develop
communication skills and encourages students to articulate their thoughts and feelings
clearly.
2.
Describe how sharing, questioning, and speaking strategies are used to
strengthen young learners’ skills.
Sharing strategies are used by having students describe their items and experiences in
detail, which enhances their expressive language skills (timestamp: 15:10).
Questioning strategies, where peers and the teacher ask follow-up questions, promote
critical thinking and listening skills. Speaking strategies include using complete
sentences and descriptive language, helping students develop better articulation and
clarity in their speech (timestamp: 19:50).
3.
Why are personal stories significant to learners as an elementary student?
Personal stories are significant because they help students connect learning to their
own experiences, making it more meaningful and relevant (timestamp: 25:20). Sharing
personal stories fosters a sense of community and belonging in the classroom, as
students learn about each other’s lives and build empathy and social bonds.