Domain 3: Instruction
3a: Communicating with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
Artifact 3b: Using Questioning and Discussion Techniques In the 4th quarter of my 2nd placement we began a historical fiction novel that dealt with women's suffrage as well a inequality between races. Before beginning the novel I knew I would have to find an effective way to read, discuss and provide questions for each chapter because it was a complex novel. I instantly thought of the literature circles we use in Exceptional Children at The College of Idaho, so I began searching for a literature circle packet with job descriptions and a framework. Once I had a well established packet I began providing direct instruction on each job after a reading session of the novel. Once implemented, the students began facilitating their own literature circle at their table teams. A second technique I used for the novel was reading in two smaller groups, with my lead teacher facilitating the discussion in one and myself in the other. This was also a success because more students were willing to read aloud because we were in smaller groups.
Artifact 3c: Engaging Students in Learning
While student-teaching in the 2nd grade, I wanted to create a new technique for reviewing content before the end of unit exam. Using a format I found online, I created a jeopardy theme review game that was played by the students in groups of 4-5. The unit I was teaching at the time was Westward Expansion, and this was one of many techniques I used for reviewing. I chose to use this method of reviewing the content for two reasons. First I needed something that would engage the students throughout the 30-45 minute review time, and this strategy kept the students engaged and having fun while reviewing content. Secondly, I wanted a change from the pop quizzes and review sheets we had been using for review techniques prior to this lesson. Students were actively involved throughout the lesson, collaborating with their group member and preparing for the unit exam that followed the next day.
While student-teaching in the 2nd grade, I wanted to create a new technique for reviewing content before the end of unit exam. Using a format I found online, I created a jeopardy theme review game that was played by the students in groups of 4-5. The unit I was teaching at the time was Westward Expansion, and this was one of many techniques I used for reviewing. I chose to use this method of reviewing the content for two reasons. First I needed something that would engage the students throughout the 30-45 minute review time, and this strategy kept the students engaged and having fun while reviewing content. Secondly, I wanted a change from the pop quizzes and review sheets we had been using for review techniques prior to this lesson. Students were actively involved throughout the lesson, collaborating with their group member and preparing for the unit exam that followed the next day.
westward_expansion_jeopardy.ppt | |
File Size: | 661 kb |
File Type: | ppt |
Artifact 3d: Using Assessment in Instruction For our social studies unit in the 4th quarter we learned about the geography of Idaho by reading about the major landforms. During this unit I provided the students with visual aids in the classroom. I began this unit by doing a pictorial input of Idaho and describing the major landforms while sketching the map. The next step was to have the students recreate the map on their own on a piece of blank paper. After a couple of days reviewing and discussing the Idaho Map, I assessed the students by having them kinesthetically create a salt dough map of the major landforms of Idaho. They had the opportunity to complete this assessment in about a week and a half. They were able to refer to the Idaho pictorial I created as well as the Idaho history textbook. Before beginning the production I provided the criteria that their maps must possess at the end of the time period. For a week and a half I set aside at least 45 minutes of construction time for their maps while I monitored and provided any assistance a student may need. After they completed their maps and I finished grading them, I handed them back and had the students self assess their map using the same rubric I graded them with. The images below show two students who put thought into their self assessment and graded themselves close to my grade for them.