Final doc - FTP1 — FTP TASK 1: INSTRUCTIONAL MODELS & STRATEGIES PDF

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FTP1 — FTP TASK 1: INSTRUCTIONAL MODELS & STRATEGIES...

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Parts B & C Part B Describe how the teacher assesses student learning 1 identified video: Case #956—Comprehending and Summarizing Text About the Solar System a. Evaluate the appropriateness of this assessment method for the learning environment observed in part B1. b. Explain 1 way you would adapt or modify this assessment method to ensure that all students in the observed classroom setting are successful. B.1—In this video observation, the type of assessment being used here was a type of performance assessment. The teacher gave her students an assignment in which they were to demonstrate higherlevel cognitive skills and demonstrating it by making sentences with the definition they are learning about. Her goal was to teach her 3rd grade students about reading and comprehension by assigning the class a book to read about the sun. Her method was grouping the students in twos and have them read together. From what they read; they were to form sentences from some of the common words they encountered while reading together. As the students scatter around into their separate groups, we see the teacher going around the room checking each group, assessing their work. At about minute 9:25 of the video, we see her sitting with one of those groups, listening in as they read out loud to each other and asking leading questions. 

B.1a—This assessment is appropriate for the learning environment primarily because performance assessments offer great benefits to children in primary education. One such benefit is that performance assessments are flexible. This allows the teacher to evaluate each of her student’s progress using the information she obtained from the student’s classroom interactions, as well as the materials and the student’s peers. Performance assessments are appropriate for an individualized approach, assessing both abilities and performance. For example, on the video the teacher broke her students into groups of two and scattered them all through the classroom. She then was able to go around the classroom, assessing how each group was handling the task, and aids when needed. At the end of the exercise, she brought them all back together to share what each group came up with for their assignment and by doing so, was able to compare each student’s work to their peers. B.1b—As a teacher, one way I would adapt this teacher’s assessment method would also be by pairing the students up in twos to complete a task. But one small way I would modify the way this teacher assessed would be to have the students do a little presentation at the end of the group assignment, once everybody comes back together. I would ask each student to read a sentence they created together with their partners. The object of this performance assessment would be the same, which is to assess critical thinking in addition to communication. Aside from that, I think pairing the students up in twos like this was ideal, because it allowed for structure with minimal distraction from a third or forth group partner who may have problems listening for too long. Also, providing an extended writing assignment and having the class come back together again seems like a successful method for the students to demonstrate their knowledge and skills being assessed.

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Parts B & C Describe an instructional strategy that met the needs of students observed in a 2nd identified video: Case #367—Identifying and Understanding Figurative Language a. Evaluate how well this instructional strategy met the needs of the students observed in part B2. b. Explain how you would implement the instructional strategy from part B2 into your own teaching practices. B.2—The instructional strategy the teacher demonstrated in this video observation is a form of social approach, called Promotive Interaction. The teacher in this video is using cards to help her ESL students to understand the difference between similes, metaphors, personification and hyperbole, and how they are used in the English language. Her method was simple. The teacher made sets of cards with different incomplete sentences or phrases, divided up between each set. She then mixed cards and distributed them between her three students, like a puzzle. The goal of task is to help the students think together and figure out which set of cards make a completed sentence or phrase. They pair their matching cards, and together figure out whether that sentence or phrase is a simile, metaphor, personification, or hyperbole. 

B.2a—This instructional strategy met the needs of the students by fostering a learning environment. The three students in the video come from very different backgrounds, and according to the teacher, their personalities are also very different from each other. Also, understanding that practicing to speak a different language is just as important for the learning process. By using this instructional strategy of Promotive interaction, not only can they figure out English language rules that may be so different from their native language, I saw that they were also encouraging each other when one of them became too shy or nervous to speak. B.2b—As a teacher I would implement promotive interaction strategies similar to this, to foster an encouraging and learning environment. I believe this type of strategy helps students engage in higher-level thinking and discussions. By pairing students off in the classroom, students can think with their partners, discuss ideas, and even ask questions that they might normally be too shy to ask in a larger group setting. A simple example of this would be to be dividing a classroom up into groups, setting group norms such as no interrupting while someone is speaking, or no “put-down” comments while encouraging them to work together on group assignments.

Describe how a learning theory is evident in a 3rd video: Case #2451—Constructing Rectangular Prisms to Build Understanding of Volume a. Identify 1 theorist whose position aligns to the learning theory described in part B3. Then explain why the theorist’s position aligns to that learning theory. b. Describe how you would apply the theory from part B3 to your own teaching practice using a different technique within the same learning theory. B.3—In this video, I see evidence of the constructivist theory at work. At the teacher’s guidance, these 5th grade students are building their knowledge framework from third grade when they learned basic geometrical mathematics and using it to measure the volume and the area of 3D prisms. In order to accomplish this, they need a prior knowledge of area, measurement, geometry, addition, and 2

Parts B & C multiplication. This helps buttress their prior knowledge schema. Also, by using manipulatives, the teacher helps the students discover the mathematical formula for measuring prisms. 

B.3a—The learning theory displayed in this video is associated with Jerome Bruner’s theory of constructivism (Amineh, R.J., & Asl, H.D, 2015). Bruner created an overall outline for instruction that addresses 3 major principles of instruction: 1-instrucion must be concerned with the experiences and contexts that make the student willing and able to learn 2-Instructions Instruction must be structured so that it can be easily grasped by the student. 3- Instruction should be designed to facilitate extrapolation and or fill in the gaps (Snowman & McCown, 2015). Geometry is a subject these students have previously visited prior to this grade. When they studied it before, they learned about 2-D measurements (ex. Area=Length X Width). Now that they are revisiting this same subject in the fifth grade, they’re having to remember their third-grade lesson therefore reinforcing it with increasing complexity. Right from the beginning of the video, we see how the teacher is interacting with a group of her students as they recite the formula of prism volume. They now have to learn to apply the same concept for 3 dimensional objects. This allows for progress in the learning. B.3b—As an educator, one way I would apply this learning theory would be mostly for upper level primary grade classes in core subjects as English, Math, Reading and Science. This video demonstrates a good technique I can adapt when teaching mathematics. There are other techniques to implement while practicing the constructivist theory of learning, one of which would be experimenting. Building on their previous learning experience, I can possibly create a scientific experiment to help my student grow in their schema of knowledge. For example, I can develop a lesson plan in which the students are learning about how plants respond to different spectrum of light by helping them create a small garden in class where they create small potted plants and place them under 4 different colors of light: red, blue, green and yellow. They would have to record the growth rate of the plant during a month’s period and submit their results.

Describe how the teacher in a 4th video incorporates technology in the classroom to enhance student learning: Case #1163—Collaborating and Utilizing Technology to Create Animations a. Explain how this use of technology does/doesn’t align with best practices for the appropriate use of technology. b. Evaluate how the technology observed in part B4 enhances student learning. B.4—This video is about the use of technology in art. The students are grouped into teams to animate sculptures, paintings, and drawings using technology. According to the teacher, the goal of this activity for to create an environment of collaboration using technology. The students need to collaborate with each other to produce an animated work of art. They use modern technological equipment like computers, smartboards, and video cameras which they use to record and animate things like stop motion, then display it on the board for the class to see. 

B.4a—The teacher’s use of technology draws on best, research-based practices for the appropriate use of technology in this classroom because it creates a classroom culture that is supportive of technology use: digital literacy. Although some of the students in the classroom are gifted in the area of art, they all still come from a diverse social and familial background. This 3

Parts B & C activity helps students who are not as technologically savvy to become more comfortable around technology and safely contribute to the project. Computer animation would not be possible without a computer, after all. Another way is that the use of technology in this lesson helps encourage collaboration among students. Collaboration helps students grow in their interpersonal abilities and learn important social life skills. The teacher stated in the description of the video the importance of the students learning to rely on each other in her art class. B.4b—It is evident that through collaborating, the technology observed in this video enhanced student learning. Around minute 15:40 mark, evidence of interpersonal collaboration is observed as students discuss ideas with each other and plan out how they want their project to be. Some students are seen drawing and coloring together, others are creating clay for their project together. The ability to create a digital presentation, using animation, because of technology, is helping students. Describe an instructional resource used for the lesson in a 5 th video: Case #14—Using Technology in Creative Writing a. Evaluate the effectiveness of this resource, including whether or not it is developmentally appropriate for the learners in the classroom observed in part B5. b. Describe how you would use an additional instructional resource to enhance student learning in the lesson observed in part B5 B.5— In this video, some of the resources that the class use is Microsoft PowerPoint, Choose Your Own Adventure (CYOA) books offered in the library, concept tables and even electronic equipment such as the computer and projector. The instructional activity for this class was for the students to create their own CYOA stories by using the resources provided by the teacher. The students are practicing their creative writing skills. First, they’re given a sheet of paper with a table, to help them draw out their ideas and story direction. After they have a story, they use Power Point to make their CYOA stories come to life using various arts and drawings, as well as the software’s navigational abilities. The PowerPoint is what they use to create alternative storylines. Another resource they’ll use is computers and projector, which is how they present their final product to the class. 

B.5a—This instructional resource is effective and developmentally appropriate because it encourages creativity, as well as digital laws and literacy. Through this, the students are getting plenty of practice in learning how to cite their sources, even for pictures. Also, the specific CYOA books offered at the library communicates the objective of the assignment very clearly for the student. They have a template to follow from these books. As the librarian mentioned, many of the 5th grade students are accustomed to writing many persuasive or informative papers. Developmentally, this is an excellent way not only to introduce creative writing, but also help them learn how to avoid plagiarism. This in line with the digital rights, responsibilities and laws best practices. B.5b— One additional resource I would use to enhance learning for this lesson would be a concept map. Concept mapping would be a wonderful resource to help the students by having a physical display for them to see their story from beginning to the end and all the various different trail their CYOA stories can go. Another possible resource that would enhance learning in this lesson would be a video of a published author sharing his/her story to encourage the 4

Parts B & C students. Often times, creating a story can be incredibly difficult. Authors are familiar with the problem of having writer’s block. I believe showing a video of how writers overcome the problem of writer’s block might be incredibly useful for a lesson such as this, which requires the students to come up with different scenarios of how a story might end. Describe how students in a 6 th video engaged in a listening, speaking, reading, writing, or thinking activity that provides opportunities for them to use higher-order-thinking skills: Case #9—Practicing Presentation and Audience Skills Through Science Presentations a. Describe how you would enhance student engagement in the higher-order-thinking activity in the lesson observed in part B6 B6—In this video case, the activity engages the students in the video at the analysis level. We see it as the teacher helping her kindergarten students learn how to effectively listen, watching, and to practice speaking and reading skills. Right from the beginning of the video, the teacher shows the students a chart of different body parts and reminds them of how they can practically use theirs to participate. The chart included: an eye, an ear, a hand, the lips, and the feet. This is the basic level of comprehension on Blooms taxonomy. The teacher then engages them in higher order thinking by not just reminding them of what to do, but also helping them to engage in application then finally analysis by actively watching and listening to the things said a short video presentation. They engage in analysis by investigate, then categorize sights and sounds experienced while watching the short video. Another way she engages the students in analysis through active speaking and listening is by having them share with each other about the weather they observed the day before, in accordance with the topic they viewed in the video. 

B.6a—I would enhance student engagement in the higher-order-thinking activity by moving from analysis level to the synthesis level, although the teacher in the video did such a great job. As she moved up the pyramid, applying Bloom’s Taxonomy of higher-order-thinking, she made sure to go back to the base of helping them to remember and understand what it means to effectively listen and watch by reminding them of the chart. At the end of the video, each student participated in an activity where one student would go up to the front of the class to read a sentence they wrote out loud, while the rest of the class actively listened. Then the class would give their feedback using a thumbs-up sign. One way to enhance engagement in the application process, would be to help the students reach the synthesis level by encouraging them to compose an encouraging sentence for each student after finish reading their sentences out loud. This way, the students now have to engage with the concept described by the student speaking in the front of the class.

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Parts B & C Part C I was really encouraged by observing these videos of teachers in action. As I consider the different examples I watched in these videos, I realize how my current teaching philosophy as it relates to instructional strategies and models fall under the cognitive and social cognitive theories. As an elementary school teacher, I believe that the instructional theory that best fits my own is the constructivist model. The main reason I believe constructivism is a good teaching strategy is because I believe at the core, the tenants that learning is a personal activity. The driving force behind a constructivist approach is usually to build upon a knowledge framework, to learn through discovery as Bruner theorized, and to help students facilitate autonomy—that is self-regulated learning. As an educator, the best way to help students learn is by helping students construct personal meaning through interactions and personal experiences. I personally experienced this teaching style once in my life in elementary school. My 6th grade teacher always found ways to help me as a student through dialogue, interactive assignments and science experiments which helped me understand concepts easier. It made a world of difference for me because prior to that, I had always struggled in traditional classrooms and my parents had no clue how they could help me. In video case number 607, Examining Evidence of Water Quality From Data. In the video, I observed how the teacher applies the social constructivist instructional approach by encouraging learning through the discovery and the use of scientific tools to measure. This is a teaching strategy I would emulate because it a fun and interactive way of building the learner’s schema of knowledge by taking something that they are already familiar with and makes their learning more personal and meaningful. For example, the teacher in the video used this lesson to build on their knowledge about the water cycle and land and water relationships. They went down to the local creek to learn about salmon and how the quality of the pH, dissolved oxygen, nitrate, temperature, turbidity, phosphate and fecal coliform in the water affects their quality of life. The students were then divided into 6 groups of 5 students, and each given a chance to go to the creek and take those measurements themselves. In this way they not only learned how to use scientific tools, they learned math and life science in a way that was very relevant and personal to them. Another aspect of this that I would emulate is the social approach of cooperative learning. By being placed into small groups, the students were able to engage in promotive interactions, individual accountability, and positive interdependence. An example of this is shown right from the beginning of the video when each student in a group is shown to be discussing their individual readings and the implications of those readings. In video case number 524, Comparing "Death of a Moth" by Annie Dillard and "The Death of the Moth" by Virginia Woolf in a Student-Led Discussion, I observed an example of the social cognitive model of learning. In the video, the class is engaged in discussion about two different books by two different authors addressing similar topics—life and death. I noticed that this style of learning was promoting autonomous learning, self-efficacy, self-regulation and social interaction. While there were many positive th...