Henderson_Erianna_D097_TASK_1
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Western Governors University *
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D097
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Arts Humanities
Date
Jan 9, 2024
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6
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DPM2: Historical & Cultural Influences on Best Practice
PAGE 1 Observation Table DPM2 TASK 1: HISTORICAL & CULTURAL INFLUENCES ON BEST PRACTICE EDUCATIONAL FOUNDATIONS —
D097 Erianna Henderson | Student ID: 010762158 | ehen162@wgu.edu Combination B Video 1: Notice & Wonder Video 2: Living & Non-
Living Factors in Ecosystems Video 3: Creating Digital Stories Level (i.e., elementary school, middle school, high school) Elementary school, 2
nd
grade Middle school, 6
th
grade High school, N/A Setting (i.e., rural, urban, suburban) Rural setting, Delaware Urban setting, New York Suburban setting, Texas Instructional topic or content of the lesson Math: The lesson is an activity to launch a numberless word problem. Science: The lesson is about living and non-living factors in ecosystems. English Language Arts: The lesson is related to the American Creed, giving the students an assignment to create a digital story to share their thoughts about it. Technology use, including examples of how technology is used in the classroom In this classroom they are using a Smart Board that is connected to a Mac desktop computer. On the computer the instructor has typed out a passage that states “
Webster brought boxes of granola bars In this classroom setting you briefly see the instructor explaining the lesson on a Smart Board. The teachers have printed out infographics and charts to help the students better understand. In this classroom you notice more technology being used by the students and by the teacher. The students are required to make digital stories with recordings of their voices. In order for
DPM2: Historical & Cultural Influences on Best Practice
PAGE 2 to share with his class
.”
She continues the activity through the smart board by writing down things the students notice
about the statement and what they wonder
about the statement. This is helping the students by being able to visualize what may be missing from the sentence to create a word problem that relates to math. I am sure the use of the smart board is also beneficial for the teacher as she is able to save these responses from her students and further analyze their thought process while going through this activity. the material and have something to look back at while working on the assignment. them to meet the requirements for this task they are using laptops and earphones with built in microphones. During the class period the students are shown working on their laptops using iMovie, Excel and more. The teacher shows a music video to relate to the topic on her Smart Board.
DPM2: Historical & Cultural Influences on Best Practice
PAGE 3 COMPARE &
CONTRAST OF
COMBINATION B A2 In this observation we learn that video 1 takes place in an elementary school 2nd grade classroom; video 2 is in a middle school 6th grade classroom, and video 3 takes place in a high school classroom with no specification on grade level but based on visua
l observation I’d assume they are in 11th grade. To further add onto the locations of these schools; I pulled from the information provided in the videos that in video 1 they are located in Lewes, Delaware, which is a rural setting. The second video is a much different location, taking place in New York, NY, a very urban setting. With the last video, number 3, we fall in the middle of this spectrum at a suburban school located in Coppell, Texas. I like how each of these videos had such diverse settings because it truly emphasized how each location gave a distinct educational experience. Even though they were all in quite different circumstances, they all compared in their very attentive teaching skills. Looking further into the teaching skills and tools that they use; video one uses a small but significant piece of technology to guide the class, a Smart Board. It’s fairly common for classrooms in the United States to be equipped with a Smart Board. In this class specifically, the teacher has it linked to a Mac Desktop. Which is very beneficial, not only for her students to visualize and follow along with the lesson, but for the instructor as well. After these sessions where the children are giving responses to her questions, she’s able to save it and review i
t later for analysis on their thought process and feedback on the lesson. Video two briefly shows the instructor reviewing the lesson on a smart board, but throughout the lesson the two teachers have decided not to use this as a base focus for instruction and resort to printed infographic pamphlets to assist the students during the lesson and to refer to outside of class. In video three, they use an array of technology to assist in the assignment the students have been given. The video shows the class using laptops, built-in microphone headphones and even the teacher provides a relatable music video on her Smart Board to set in motion critical deep thinking related to the
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DPM2: Historical & Cultural Influences on Best Practice
PAGE 4 subject of study. While the students are using their laptops, they are shown developing their digital story using iMovie and an Excel spreadsheet with a rubric attached to look back on for guidance. HISTORICAL, CULTURAL OR LEGAL INFLUENCES A3 During the three videos, I was able to notice changes in all classrooms as a result of various historical, cultural, and legal impacts on our educational system throughout its history. One in particular was shown in each video and that was multiracial public-
school classes. Public schools were segregated before Brown v. Board of Education, each school was split, some students would have to travel vast distances to attend the schools to which they were authorized. United States Supreme Court unanimously held that segregation laws violate the 14th amendment's equal protection guarantee. This great change in history has allowed students of all races to have equal opportunity education. Getting more specific with other impacts on education for each video, in the first video I am noticing an influence from the Progressive Reform Era. The Progressive Reform Era brought embracement of students reflection on their learning, follow their own questions, and engage in collaboration with peers and teachers, thus building their investigating, problem-solving, and communication skills. You notice during this lesson they are encouraged to speak up, investigate what is missing from the sentence to make it a word problem, and bettering the communication amongst other students and with the teacher. In the second video I observed that since it takes place in an urban setting, they have a very large number of students in the classroom. They take accountability as teachers to make sure all students are receiving the attention they need to succeed
DPM2: Historical & Cultural Influences on Best Practice
PAGE 5 by having a co-teacher along with the main instructor. This would relate strongly to the Movement of Accountability. The Impact of Technology was a strong influence on the third classroom observation. The students were given a task to create a digital story to share their thoughts on American creed. In order to complete the assignment the class used laptops and earbuds with built-in microphones. The teacher showed a music video on her Smart Board to get the students thoughts flowing on the subject. Technology has made many positive attributions to the educational system, from computers to VR, technology has changed the roles of teachers and learners in a profound way. HIGH-LEVERAGE PRACTICES A4 The high-leverage practice observed in the elementary classroom was leading a group discussion. The teacher presented the beginnings of a word problem while the students took a moment to think of things they noticed and wondered about it. The students were able to brainstorm various thoughts and bounce off their classmates thoughts as well. All students contributed to the discussion and some even brought up agreements and disagreements of ideas. The high-leverage practice observed in the middle school classroom was setting up and managing small group work. The teachers showed different graphs and data while students collaborated in groups to make evidence-based predictions for the
DPM2: Historical & Cultural Influences on Best Practice
PAGE 6 data given to them. The teacher was able to listen to the groups discuss and decide which groups they felt the need to work with more on the lesson. The high-leverage practice observed in the high school classroom was eliciting an interpreting student thinking. During this video the students were tasked with creating a video that conveyed what they believe the American creed is and what being an American means to them. The teacher was able to post carefully chosen questions in order to get the student thinking in new ways.
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