REDO - Tysor and Segovia (1)

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School

Oklahoma State University, Oklahoma City *

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Course

5183

Subject

Communications

Date

Jun 4, 2024

Type

pdf

Pages

2

Uploaded by BrigadierWillpower18021

Name: Joy Pierce Date: June 2, 2024 Communication – Tysor and Segovia 1. Ms. Tysor uses a variety of questioning strategies in her lesson. How does she assure that her instruction is effectively communicated, and students understand what is being taught? Give at least two examples from her lesson. Ms. Tysor employs various questioning techniques during her lessons to effectively convey instructions to her students and ensure their comprehension of the material being taught. She prioritizes giving each student her undivided attention and encourages them to utilize their critical thinking skills in answering questions, aiming for their overall success as learners. In the video, even when a student's response doesn't quite align with the target, Ms. Tysor seizes it as an opportunity to guide the student towards a deeper understanding, thereby nurturing a positive and supportive learning atmosphere for all her students. 2. Ms. Segovia teaches her Spanish class primarily through discussion. Give some examples of how she effectively recognizes student misunderstandings and how she responds to clarify the lesson concepts. Ms. Segovia demonstrates a keen ability to identify when students are struggling to grasp the material by actively listening to their responses and noting any signs of poor language or limited vocabulary usage. Additionally, she pays close attention to non-verbal cues, such as puzzled expressions or reluctance to participate in discussions. When she recognizes confusion, Ms. Segovia responds by simplifying the lesson concepts and making them more relatable. In the video, she provides clear explanations, often drawing examples from students' personal experiences to help clarify the concepts further. 3. Ms. Segovia relies on verbal responses to determine student understanding. What are some strategies she uses to encourage student participation? Give at least two examples. Regularly checking for student understanding throughout a lesson is essential as it offers continuous feedback to the teacher, enabling them to identify any misunderstandings or potential obstacles in instruction design. One effective method of checking understanding is through verbal responses, as demonstrated by Ms. Segovia in the video. She employs various strategies to encourage student participation in her classroom, two of which are: 1. Concept-Pair-Share: This cooperative learning technique involves students first reflecting individually on a topic or issue, then discussing it with a partner, and finally sharing their ideas with the whole class. This approach fosters active engagement among all students and allows Ms. Segovia to assess comprehension based on the diverse responses from the entire class. 2. The Measure by Step Approach: In this method, Ms. Segovia introduces a topic or question to the class, allowing students time to ponder and analyze their responses individually. Subsequently, students discuss their thoughts with a partner, followed by presenting their
findings to the class. Finally, Ms. Segovia evaluates their comprehension based on the answers presented. These strategies not only promote student involvement but also provide valuable insight into each student's understanding of the lesson content, enabling Ms. Segovia to tailor her instruction effectively. 4. Ms. Tysor and Ms. Segovia use a very similar teaching style in their lessons. They both use class discussion with open student response. Compare and contrast the questioning techniques of both teachers using examples from the video. Class discussions with open student response are widely recognized as an effective teaching approach, and both Ms. Tysor and Ms. Segovia utilize this method in the video. Ms. Tysor frequently poses open-ended questions to her students, prompting them to reflect and share their thoughts. For instance, she might ask, "What have you learned about the era in which this text was produced?" or "How does it relate to the modern era?" On the other hand, Ms. Segovia's questioning strategy focuses more on guiding students to engage in close reading to gain a deeper understanding of the text. For example, she might inquire about the significance of a particular element in the text, such as the color blue, or how it contributes to the overall meaning of the story. While both teachers employ open-ended questions, Ms. Tysor's questions encourage students to make connections based on their personal experiences, whereas Ms. Segovia's questions emphasize close reading and analyzing specific textual features.
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