D095 Managing engaging learning environments Task 2
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School
Western Governors University *
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Course
D095
Subject
Communications
Date
Jan 9, 2024
Type
docx
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2
Uploaded by ColonelPuppyMaster733
A1. I watched Investigating Needs of Plants and Predicting Growth under Various Conditions, case #593. The classroom is set up to be a learner-centered learning environment, where they gathered on the rug to have direct instruction with the teacher. The lesson encompassed the observing and measuring plant growth with soil, seeds, and water. The teacher actively engaged the students with questions that encouraged more abstract responses from her English learners. The students were managed through strong behavioral engagement during the classroom instruction. They were raising their hands, completing the task at hand, and working in small groups to measure the seed growth.
A2. The teacher effectively designed the classroom to be a direct instruction. The large area rug is the center space and focal point of the room, and it is enough space for her students to make small groups and engage in the scientific investigation lesson. They observed and measured plant
growth. Student engagement was supported with a productive and enriching environment, and the students felt comfortable to share their thoughts with each other. This classroom is supported by a learner centered environment that nurtures knowledge and is culturally responsive to the student demographic.
A3a. A strategy I would use for an English learner is content by learning stations. These areas can motivate and engage the students by having a variety of materials available to work with and
be taught with different strategies. The constructivist learning theory supports the strategy. The theory is based that knowledge is built through gained experience and learning stations are effective in building a better understanding of the material.
b. A strategy I would use for students who are more withdrawn or uninterested in lesson content is the call-and-response strategy. This involves everyone in the class and gets them talking and feeling heard. The humanistic learning theory supports this strategy by meeting the basic needs, as detailed in Maslow’s hierarchy of needs. When students feel comfortable to express and engage themselves, they are belonging and building self-esteem, both are basic needs.
B1. I watched Using T-Charts to Understand and Solve Math Word Problems, case #963. The classroom layout had a small area to review the previous lesson, then moved to groups of three to
begin working on math word problems. The students were using t-charts to break down the what and why of the problem. The teacher moved from group to group and offered support, guidance, and encouraged peer work. Her students were interactive during the review portion of the lesson,
and they were engaged in breaking down the word problem to determine the key words.
B2. The teacher effectively managed student behavior by moving throughout the groups, guiding
her students in the right direction. When the students were not talking to each other, she would redirect them to talk to their peers. The teacher asked questions to facilitate collaborative learning amongst the groups. They were helping each other and using the supporting materials around the room to clear up confusion. B3a. A strategy I would use for a student who is easily distracted and disrupts learning is gamifying lessons. This is a strategy that sets clear learning goals and charts development to encourage students, but importantly, it makes connections to the gaming culture. This is relevant
to building bonds with students and pull interests into the lesson. The behaviorist learning theory supports the strategy of gamifying lessons by teaching material to the students through passive participation. This can pull distracted learners back into the lesson.
b. A strategy I would use for a student who has already mastered the content of the lesson is bringing a guest speaker in the class. Guest speakers can capture and expand students’ interests, further than the lesson may have. The cognitivist learning theory supports this strategy by needing to explore and search for answers. Guest speakers bring a new perspective into the classroom and encourage a spark of interest. C1. I watched Practicing Presentation and Audience Skills through Science Presentations, case #9. The classroom was setup to watch a movie, with the students sitting on the rug and the teacher at the front. The teacher gives a reminder of the goals and actions before watching the science. The teacher made a point to call on students that she had not heard from and gave positive encouragement throughout the lesson. The student’s behavior was respectful to each other. They gave nonverbal feedback when another classmate practiced presenting, and they were actively engaging with the teacher and peers during pairing up. C2. The teacher effectively engaged all students in learning through positive feedback and encouragement. Every time a student was up to practice giving a presentation, the teacher pointed out the positives. She also reinforces engagement through the nonverbal feedback provided by the students who are listening the presentation. This is supported by Skinner’s theory of operant conditioning, which behavior changes based on response to stimuli. Positive reinforcement and encourage is a major component of this theory and the teacher utilized this strategy.
C3
a. If two students were in an argument, prior to class, and continued to argue throughout the lesson, I would utilize peer mediation to help the students work their conflict out and gain problem-solving skills. This strategy is good in maintaining a safe and productive learning environment. The social-situational learning theory supports this strategy. Humans learn behavior from each other and students can observe conflict management being handled positively through peer mediation.
b. If a student comes to class agitated, and makes challenging comments, I would use a peaceable classroom approach to maintain a safe and productive environment. This strategy focuses on assisting class members to participate in collaborative problem-solving. The experiential learning theory supports the strategy by emphasizing the importance of experience in the knowledge gaining process.
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