Teacher uses a variety of instructional strategies to encourage learners to develop deep understanding of the content area and their connections. Student teaching placement in a kindergarten classroom at a school in livonia, Michigan was a great experience. Students learn and are able to make connections between skills and concepts much more effectively when they work with the same concept or skill repeatedly.
Teacher uses a variety of instructional strategies to encourage learners to develop deep understanding of the content area and their connections. Student teaching placement in a kindergarten classroom at a school in livonia, Michigan was a great experience. Students learn and are able to make connections between skills and concepts much more effectively when they work with the same concept or skill repeatedly.
Teacher uses a variety of instructional strategies to encourage learners to develop deep understanding of the content area and their connections. Student teaching placement in a kindergarten classroom at a school in livonia, Michigan was a great experience. Students learn and are able to make connections between skills and concepts much more effectively when they work with the same concept or skill repeatedly.
The teacher understands and uses a variety of instructional strategies
to encourage learners to develop deep understanding of the content area and their connections, and to build skills to apply knowledge in meaningful ways.
During the winter of 2015, I completed my
student teaching placement in a kindergarten classroom at Garfield Elementary School in Livonia, Michigan. One of the many ongoing tasks during my student teaching placement was to provide reinforcement and center activities that provided students with multiple perspectives of various concepts and skills that were initially taught through direct or active large group instruction. Providing students with multiple differing activities that reinforced the same concept or skill was important for numerous reasons. Students learn and are able to understand, apply, and make connections between skills and concepts much more effectively when they work with the same concept or skill repeatedly. As I planned center activities, I took into consideration that no two students learn in the same manner. The activity or lesson that may have made sense for one student, may not have made sense for another student. As an educator, it is important to remember this, and to plan varying opportunities for reinforcement and application a skill or concept to ensure that all of my students have an opportunity to make deep and meaningful connections as they learn new skills and content. As my student teaching placement progressed, I grew in my ability to see that there was a need to frequently change the role I played in the education process. During my first few lessons, I mainly utilized the process of direct instruction for reinforcement and introduction of concepts and processes. As time went on, I began to see the need for my young students to be active participants in the learning process. From about the mid-point of my placement on, I worked to provide my students with opportunities to remain active by learning from one another as well as through the process of trial and error. As I
provided these opportunities, I learned to play the
role of a guide, a facilitator, and provider in that I supplied students with appropriate materials and experiences so that they were able to construct their own learning. Varying my role in the instructional process allowed me to provide additional assistance or varying levels of activities for those students who are experiencing difficulties or were flying through the requirements of the lesson. Reflection: Creating center and lesson activities that were varied and played numerous roles in the education process required an extensive amount of creativity and motivation as well as a solid understanding of how young children learn. As a student teacher, it was important for me to take the time to view the activities and instructional methods I planned to utilize from the students point of view. It is best for young children to learn by doing through the use of concrete examples, varying learning methods, and activities. By implementing the ideas and processes I mentioned above, I was able to not only make the learning process more inviting, but I was also able to increase the level of student participation, understanding, and application of the concepts and skills taught.
A few of the numerous math manipulatives I used
during my student teaching placement to provide multiple learning opportunities for students.