Nakadate & Kiesler

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University of Houston, Downtown *

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3326

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Psychology

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Feb 20, 2024

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docx

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Name: Jared Hrozek Date: 02/13/2024 Monitor and adjust – Nakadate & Kiesler 1. Good teaching requires dynamic decision making based on questioning and student feedback. What kinds of decisions does Ms. Nakadate have to make during the class that impacts student learning? Give at least two specific examples and explain how they positively impacted student learning. Ms. Nakadate expertly navigates a plethora of decisions during class, each having a significant impact on student development. One critical decision is to adjust the educational pace based on continuing student understanding tests. For example, if she observes quick comprehension, she may move on to more difficult material or create intriguing debates to keep pupils engaged intellectually. In contrast, if she detects misunderstanding or disinterest, she may opt to review concepts, provide additional examples, or use alternate teaching tactics to foster deeper understanding and sustained engagement. Another crucial decision is grouping and pairing approaches for collaborative activity. Ms. Nakadate enriches the learning environment and improves social and cognitive development by carefully designing groups that encourage peer learning, inclusivity, and collaborative problem-solving. These subtle judgments demonstrate Ms. Nakadate's dedication to student-centered teaching, which fosters an enriching and inclusive environment conducive to holistic learning opportunities. 2. Thinking again about Ms. Nakadate’s classroom, explain two different strategies she used to monitor student understanding. Give specific examples from the video. Ms. Nakadate's course uses a variety of ways to assess student comprehension. Initially, she prepares the class for learning continuity by seamlessly integrating prior and current sessions, encouraging a unified learning journey. She creates a preparation environment by strategically placing discussion questions and a conversational skills poster, ensuring that student focus is on the course objectives. Ms. Nakadate clarifies understanding by previewing group work questions, giving context and purpose to the subsequent discussions. Furthermore, her delineation of collaborative guidelines provides students with important social norms for fruitful academic discourse. Notably, during collaborative tasks, she uses a timer, a subtle but efficient tool for optimizing instructional time, emphasizing her dedication to enhancing learning outcomes. Ms.

Nakadate expertly navigates the landscape of student understanding using these varied ways, resulting in a dynamic and interesting classroom experience. 3. Mr. Kiesler is teaching a high school biology class on parasites and is constantly monitoring student engagement, particularly during the video. What techniques does he use to maintain student engagement and to keep the focus on learning? Give at least two specific examples. Mr. Kiesler uses a variety of tactics to create compelling learning experiences for his high school biology students on parasites. He encourages student participation by leading engaging discussions that inspire critical thinking and varied opinions. Open- ended inquiries, such as "What are some common parasites affecting humans?" promote dialogue and knowledge sharing. This strategy fosters an inclusive environment in which students feel encouraged to voice their opinions. Mr. Kiesler supplemented lectures with visual aids and hands-on exercises to increase knowledge. He explains parasitic principles with diagrams and real-life examples, while microscope observations and simulations provide tactile experiences. Mr. Kiesler uses these strategies not just to maintain student interest, but also to foster an enriched learning environment in which curiosity grows, resulting in a comprehensive understanding of parasitology. 4. Although the content in both classrooms is different, both teachers were monitoring and adjusting their instruction so that students learned. Compare and contrast both classrooms. How did the teachers monitor and adjust in similar ways, and how did they use different techniques? Why might they use different methods? Both Mr. Kiesler and Ms. Nakadate use vigilant monitoring and adaptable modifications to enhance student learning, but with different ways adapted to their respective courses. Similarly, both educators engage students in interactive debates to encourage involvement and critical thinking. They also use visual aids to improve comprehension and hands-on exercises to reinforce knowledge. Mr. Kiesler's biology class, on the other hand, stresses hands-on experiences and demonstrations, whereas Ms. Nakadate's lectures emphasize social contact and collaborative discourse. These distinctions originate from the particular character of respective subjects and teaching techniques. Language learning relies on human communication, whereas biology frequently benefits from tactile discovery. As a result, their various methods are

consistent with the unique demands of respective specialties and pedagogical preferences.

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