Standard 7: Instructional strategies
Density Columns
In my science unit on Mass and Matter I incorporated a wide range of learning styles and make adjustments depending on how my students responded. I accommodated all my learners by using explicit whole group instruction, partner collaboration, small group activities and individual work. This work was based of my pre-assessments so I know that it was within my students zone of proximal development. For example In my lesson on Density Columns there was a point in my lesson where I planned an extension activity for early finishers.I wasn't sure how quickly my students would get the information and finish the activity so I planed the extension to respond to the differences of my learners and increase their engagement. Because I expected this I had an extra activity where they hypothesized about the density of various objects about the room and then test them in their density column. After all of the activities were complete I had the opportunity to facilitate an extra discussion where the students could practice their communication skill by articulating their thoughts and ideas. I facilitated this in a way that did not make me the teacher but a fellow learner. I let them process the information and let them make their own conclusions and share them with the class. I only stepped in when conversations were flowing away from the content. Their discussion led to how they would measure density for non-liquids. I had taught them how figure the density of an object by dividing mass/volume but they were using liquids so it was easy to figure the volume. They tried to figure out how they would find out the volume for a piece of cardboard or a pencil. This allowed them the chance to develop higher order thinking skills by discussing and analyzing why their hypothesis were correct or needed to be revised.
Roller coasters and Multiple intelligences
During my science methods course I developed a roller coaster lesson that focused on gravity and its effects on various objects. In this lesson I had my students build roller coasters to demonstrate how gravity effected the marbles on the coasters. I incorportated various teaching strategies that utilized multiple intelligence to suit the needs of all of my learners. I included a read aloud story "Roller Coaster by Marla Frazee" to catch their interest in the begining of the lesson (verbal/linguistic), a hands-on building activity with foam and tape (bodily-kinesthetic and visual-spatial), small group work (interpersonal) and individual written and drawn response (intrapersonal, verbal-linguistic and visual-spatial). While the groups were working I walked around and asked in depth questions as to why their coaster was or wasn't working. "How can you give that marble the speed to get over the hill?" "How can you use gravity to your advantage?" These types of questions were formative assessments that allowed me to gauge my students learning. I could then scaffold their thinking if their response was off and adjust my teaching accordingly. When the groups' roller coasters were finished I was able to debrief and rehash the information and the students were able to present their roller coasters and voted for the best coaster.
Technology In the classroom
Throughout my teaching experience, I have incorporated technology in a variety of ways to extend learner content knowledge and skill development. I use interactive SmartBoards and document cams to provide instruction. I also took advantage of the computer lab next to my classroom during student teaching. My students used the computers daily to work on persuasive and informative essays, collaborated on group projects and worked on math and literacy instruction programs such as ST Math and Lexia.
In many of my lessons I incorporated YouTube videos and Bill Nye videos. All content instruction was shown on the smart board so that it was accessible for all of my learners. I've used microscopes, scales, petri dishes and other forms of technology to help students connect with deeper content.
In order to properly incorporate technology in the classroom, it is important to establish a classroom technology policy, outline appropriate times and ways to use technology. I designed a classroom technology policy as well as a photo and video release so that I can put videos and pictures up on my class website. I will introduce this at the beginning of the year and go over it as needed.
In many of my lessons I incorporated YouTube videos and Bill Nye videos. All content instruction was shown on the smart board so that it was accessible for all of my learners. I've used microscopes, scales, petri dishes and other forms of technology to help students connect with deeper content.
In order to properly incorporate technology in the classroom, it is important to establish a classroom technology policy, outline appropriate times and ways to use technology. I designed a classroom technology policy as well as a photo and video release so that I can put videos and pictures up on my class website. I will introduce this at the beginning of the year and go over it as needed.
Time For kids
My class also has a subscription for Time for Kids. Time for Kids is a weekly non-fiction magazine that motivates kids to read. It is a powerful teaching tool to support writing and is easily integrated into social studies and math. Every week the magazine comes to our class and has various articles about current topics: Trumps presidency, Space travel, ecosystems in other countries, recycling etc. I use these articles to find out what the students are interested as well as pick an article for them to read and write and essay. They must use the article and other sources to gather information and write opinion, informational, or call to action essays. We then have a class discussion on what we read to develop a learning environment where the students can freely offer their opinions and share their perspectives on how to solve real world problems.