Task 1 Video List Laney Hoag - Google Docs
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School
Western Governors University *
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Course
C100
Subject
Communications
Date
Jan 9, 2024
Type
Pages
2
Uploaded by laneyleehoag
Description
: I watched Video 3, Using images to build speaking, listening, and descriptive language skills. The classroom is made up of 2nd and 3rd-grade students. The teacher has divided the student's desks within their grade level. At the beginning of the lesson, the teacher goes over her expectations regarding the next assignment. One of the students asked if they should correct other students' English within the assignment. The teacher gave that student a more respectful strategy when updating peers. The teacher also placed the children in groups for the think-pair-share aspect of the assignment. The teacher also uses a bell to get the student's directions throughout the lesson. I enjoy how she demonstrates how she wants the activity to be conducted. By doing this, every student knows the expectations on how this assignment will be done. At the end of the assignment, the teacher can read and listen to how much her students understand the topic. Feelings: Before the kids began the assignment, they were unsure how the teacher wanted it conducted. Most of the kids raised their hands and had questions about the sticky notes and what they should do with them. After the teacher reassured and answered the student's questions, the student began to feel more comfortable about the assignment and were willing to participate. Evaluation
: The teacher explained the assignment and then showed the students what needed to be done. This strategy helps the visual and non-visual learners in her classroom. Her showing the assignment helped the bilingual kids understand what their job is regarding the assignment. The teacher took the time to answer all of the students' questions before they began the assignment. Analysis: she made these changes to the assignment because the students could not figure out the lesson on their own. The teacher used the think pair share aspect to help develop a better understanding of the assignment and use some of this for formative assessment. This was also only part ¼ parts to the lesson, and the teacher wanted to know what prior information the students had. Conclusion:
The teachers must always analyze formative data to make sure that each student is understanding the next lesson. This lesson was 1 of 4, so the teacher needs to make sure the students have an understanding and a foundation so the knowledge can continue to build upon. Action: I learned that breaking the students into small groups gives every student a chance to talk about the assignment. I also learned about think-pair-share and why it is an excellent resource for multiple grade and level classrooms. B. Description: I am watching Video 3, empowering students to set reading goals and self-proficiency. This class consists of 15 first graders. This school uses a walk-read strategy, and each kid is placed in a group designated to their current reading needs. The teacher has to create and teach for multiple different reading levels every day. In the comments, the teacher states that some of his students are good readers but need help comprehending everything they are reading. At the beginning of the video, you can see a little girl reading a story and mispronouncing a word. Feelings: As the student mispronounced a word, she stopped herself and realized that the word did not make sense in the sentence. I do not believe the girl was feeling sad; I think she was happy. She realized that the double O sound has two sounds. The teacher begins asking if anyone has made this mistake before, and they start talking about another word.
Evaluation: The teacher begins answering questions about some of the words the student has read. Then, the teacher starts going over what the assignment will be for the day. He confirms with some of the students to make sure they are aware of their choices within the classroom. Analysis: The teacher has 15 students, and all of them are on different reading levels. He gives each of his students 5 choices around the room. Each choice is reading-focused; they can freely read aloud, read with a partner, read task boxes, and use the listening center. Conclusion: The teacher must analyze information about the students to allow them to continue to grow. Checking the student's reading and comprehension skills will enable you to assess their growth and skills that still need to be practiced. After the teacher considers the student, he decides if the student can begin reading at a higher level or might need more practice in their current area. Action: One of the strategies I learned was about his 'CAFE" center (comprehension, Accuracy, fluency, and expanding vocabulary). I liked how he posted all of the learning goals to remind students what they are learning/learning about. Another strategy I learned about was using stations with the students. Each student got to pick what they wanted to do first but would end up going to all of them. C: Teachers use formative assessment and differentiation to facilitate mastery by checking their knowledge. You can see in Video 3B that the teacher asks the student to read and ask questions about what she has just read. This helps with the student's comprehension. In Video 3A, the teacher asks the students to point out prior knowledge and obvious facts to start the lesson. She wants students to be able to think-pair-share in any lesson.
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