Assignment 4A - Instructional Approach - Teaching

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National University *

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606

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Linguistics

Date

Feb 20, 2024

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docx

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Uploaded by jlopez3990

Assignment 4A - Instructional Approach: Teaching Getting to Know Your Students Consult with your master, mentor, or supervisory teacher; with additional school personnel; and with families, as needed, to develop your understanding of students’ assets and learning needs. Review student work and available assessment or survey data and talk with and/or observe students to learn about the class’s range of assets, including academic strengths, and learning needs. You will use this information to establish content- specific learning goals (including California English Language Development (ELD) Standards as appropriate). Write a description of Students’ Assets and Learning Needs (Whole Class or Focus Students) Prior academic knowledge related to the specific content you plan to teach Describe what skills students already have coming into this lesson – what are they already able to do? - Students already have a basic understanding of number recognition. Students already learned a bit about money in Kindergarten, so they have some basic knowledge. They can identify and distinguish number values. Students also already have some capability in counting and representing numerical values. English language proficiency levels (Standard English learners and English learners List students and their CELDT or ELPAC levels: - JS is a focus student provided in the example. His score is reflected as level 1 (1150). JS scores a 1150 in all four domains, Listening, Speaking, Reading, and Writing. Having level 1 reflects that JS is “beginning to develop” across all four domains. Cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived from cultural experience Cultural resources and funds of knowledge: - The lesson plan incorporates students' personal experiences and family financial practices such as allowances. There may be other saving traditions as a part of their cultural and familial backgrounds. Implementing books about diverse cultures serves as a cultural resource that provides cultural knowledge, cultural awareness, and richness to their heritage. Linguistic resources and funds of knowledge: - Puzzles like crossword puzzles, word searches, and riddles can engage students in a fun way while expanding their vocabulary and language skills. Guest Speakers from diverse linguistic and cultural backgrounds can share their language and cultural knowledge. Prior experiences and interests related to the content How might you incorporate or build on their experiences and interests as assets to this lesson: - I would encourage students to share their personal experiences related to money, such as how they may have used coins and bills in the past. By connecting these experiences to the lesson, I can make the subject matter more relatable and relevant. Additionally, I can incorporate current trends in today's media such as online games like Fortnite, where I would make connections between in-game currencies and real-world money. This caters engagement by relating the lesson to their interests.

Lesson management structure What behavioral expectations will you model and expect? - I would model active listening during discussions and encourage students to do the same. I would also demonstrate patience and encouragement when students encounter challenges, emphasizing the importance of a growth mindset and persistence. I would also expect and model collaborative behavior during group activities, walking around the class, promoting effective teamwork and communication. Ultimately, I would encourage students to be respectful of each other's experiences and cultural backgrounds. Lastly, I would model responsible behavior when handling money, reinforcing the idea that finance comes with responsibility. (please scroll to the next page for the next section) Content of the Lesson What do you expect students to deeply understand about the lesson? What do you expect students to retain after the lesson and use in future learning? What do you expect students to deeply understand about the lesson? - I expect students to deeply understand the fundamental concepts related to money and its value. This includes recognizing the different values of coins and bills, understanding basic addition, and currency exchange. I hope students develop critical thinking and problem-solving abilities. This will ultimately lead to them being able to assess the value of different amounts of money and hopefully help them make informed financial decisions. What do you expect students to retain after the lesson and use in future learning? - I expect students to retain some literacy and practical skills. This includes the ability to recognize and assess the value of coins and bills, as well as apply basic addition and money exchange concepts. These foundational skills are transferable and can be utilized in various contexts, from math-related subjects to everyday financial decision-making. What misunderstandings or misconceptions do you expect students might have from the lesson? What misunderstandings or misconceptions do you expect students might have from the lesson? - Some students might assume that larger bills are always worth more. Additionally, some students may struggle to differentiate between coins and misinterpret their values due to their similar size and color. There could be a misconception related to the concept of adding and exchanging money. To address these potential misconceptions, I will be sure to provide ongoing support and opportunities for students to practice with different scenarios. What knowledge and skills do you expect students to have after engaging in the lesson? What knowledge do you expect students to have after engaging in the lesson? - I expect students to build on their knowledge related to money and its value. Students should be able to recognize and understand the values of various coins and bills, differentiating between them accurately. They should also have increased skills with addition and currency exchange skills. Students should also be able to apply these skills in the real-world. I also hope the students have developed critical thinking and problem-solving abilities. They should also have a deeper understanding of the cultural and economic significance of money in their daily lives.

What skills do you expect students to have after engaging in the lesson? - After engaging in this lesson, I expect students to have developed the ability to better accurately calculate and exchange money. Students should also have developed problem-solving skills. Their critical thinking abilities should also be enhanced. Students will also know how to engage in group activities and discussions. Additionally, students will have practiced their fine motor skills through hands-on activities such as counting coins and handling money. (please scroll to the next page for the next section) Assessment / Checking for Understanding What essential questions will you ask to determine if students are not meeting, meeting, or exceeding the learning goal(s) of the lesson? Essential Questions: (how will you know if students are exceeding, meeting, partially meeting or not meeting the learning goal? You could create a rubric for each essential question to clearly show what your criteria is. "Can you identify the value of this coin/bill?" - This assesses their ability to recognize and differentiate between different denominations. "How would you calculate the total value of these coins/bills?" - This evaluates their understanding of basic addition and money exchange. "Do you feel confident making change for a purchase?" - This tests their ability to apply money concepts practically. "Can you explain the differences between coins and bills?" - This assesses their ability to analyze and synthesize information about money. What will students do to demonstrate achievement of content during the lesson? Identify the UDL Principle Guidelines incorporated. State the criteria! Create your own headings here, based on the indicators to the left! - Hands-on activities allow students to physically handle bills. This allows more engagement while sorting, counting, and making transactions. This aligns with the UDL principle "Multiple Means of Representation." Think-pair-share activities and group discussions reflect students’ understanding of money values and exchange concepts. Visual aids, such as labeled images of different coins and bills, help students associate words with objects and align with the UDL principle "Multiple Means of Representation." Providing instructions in both English and Spanish caters to students with diverse language needs, adhering to the UDL principle "Multiple Means of Expression." Inclusive Grouping in various ways, such as whole group, small group, pairs, or individual, accommodates different learning styles and abilities. This aligns to the UDL principle "Multiple Means of Engagement." How will you know students understand the content? What evidence will you collect? Identify the UDL Principle Guidelines incorporated. Create your own headings based on the indicators to the left! - I will collect data by observing the students' active participation in class discussions, their thought processes, and explanations for their answers as evidence of their comprehension. In additionI can implement individual assessments to evaluate their ability to recognize and calculate the value of money and compare it with their peers who were given the same content. (please scroll to the next page for the next section) Structured Student Learning Activities What activities will the students be involved in during Create your own headings based on the indicators to the left! - Hands-on activities engage students as they sort, compare, count, and make transactions with these tangible items. This aligns with the UDL principle of "Multiple

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the lesson to support their achievement of the learning goal(s)? Identify the UDL Principle Guidelines incorporated. Means of Representation," as it provides different sensory experiences for learning. Group Discussions throughout help students share their understanding of money values, exchange concepts, and real-world applications. This promotes collaborative learning and caters to the UDL principle of "Multiple Means of Engagement" by creating opportunities for social interaction. Visual Aids such as labeled images of different coins and bills, can help students associate words with objects and facilitate understanding. This visual representation also aligns with the UDL principle of "Multiple Means of Representation." Bilingual Instructions provide instructions in both English and Spanish, to address diverse language needs of students. This adheres to the UDL principle of "Multiple Means of Expression". How will you group students and manage group work to support student learning? Identify the UDL Principle Guidelines incorporated. Create your own headings based on the indicators to the left! - I will group students into smaller groups to facilitate collaboration and peer learning, which aligns with the UDL principle of "Multiple Means of Engagement." By working together, students can engage more actively in hands-on activities, discussions, and shared experiences. I will provide opportunities for independent work or work in pairs, ensuring that students receive individualized attention or engage in peer interaction as needed. This caters to the UDL principle of "Multiple Means of Engagement." (please scroll to the next page for the next section) Instruction to Support Learning What instructional strategies will support student learning through multiple modalities? How will you use gradual release? Create your own headings based on the indicators to the left! - I will act as a visual example, demonstrating how to count, sort, and exchange play money. This modeling strategy caters to the UDL principle of "Multiple Means of Representation" by providing a visual example for students. I will also scaffold as I provide more complex challenges gradually as students gain confidence and proficiency. I will provide instruction handouts with images while verbally going over them with a projector. What resources, materials, and/or educational technology will you or your students use during the lesson? - I will provide Tangible Tokens as play money, including coins and bills, as hands-on materials to practice counting, sorting, and making transactions. Visual Aids such as labeled images of different coins and bills help students associate words with objects and to facilitate understanding. Having a Bilingual Vocabulary List provides students with key terms related to money in both English and Spanish, helping to cater to diverse language needs. Instruction handouts with images will be used to support visual learners and those who benefit from written instructions. What adaptations and accommodations, including, as appropriate, assistive technologies, will support individual Create your own headings based on the indicators to the left! Focus Student 1 (ER): - Bilingual Support: For ER, who has limited English proficiency, I will provide additional bilingual resources and support. This may include bilingual instructions, translation apps, or one-on-one assistance in both English and Spanish to ensure comprehension. I can implement incentives. I may use incentives related to his interests as a motivational tool to encourage his active participation in the lesson.

student learning needs beyond the UDL supports built into the lesson? Focus Student 2 (LC): - Emotional Support: LC, who has Emotional Disturbance (ED), will benefit from implementing positive behavior incentives and recognizing his emotional needs to prevent outbursts. LC is familiar with technology and may use assistive technologies, such as speech-to-text software, to help him engage with the lesson more effectively. Focus Student 3 (AG): - Bilingual Learning Environment: For AG, who is proficient in both English and Spanish, I will ensure a bilingual learning environment. This includes providing visual aids and instructions in both languages. I will design activities that involve interactive exercises related to money. AG's limited tolerance for frustration may be addressed through consistent positive reinforcement and affirmations. Taken from: CalTPA Performance Assessment Guide Instructional Cycle 1 Multiple Subject Learning About Students and Planning Instruction Copyright © 2019 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 33 Resources Please refer to resources available in the Brightspace course in the CalTPA Section in the Left-Hand Menu. ● The CalTPA 2.0 Assessment Guide o Multiple Subject o Single Subject ● The CalTPA 2.0 Assessment Guide Glossary (found at the end of the Assessment Guide)

Assignment 4A - Instructional Approach - Teaching

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