Professional Documents
Culture Documents
October21,2014
ITE317
NameStephanieDomingo LPGradeLevel5
Presentinginfield?YesNo
EarlyFrenchandEnglishExplorers
Materials:USAStudiesWeekly6,ProjectionScreen,Map,Dictionaries
Timeneeded:1hour
Standards/Benchmark
HCPSIIISocialStudies
Standard3:History:EARLYAMERICANHISTORYUnderstandimportanthistoricalevents
throughtheRevolution
Topic:Exploration,Migration,andSettlement
Benchmark:SS.5.3.1IdentifywhatEuropeanssought(e.g.,routetoAsia)andwhattheyfound
(e.g.,newcrops)duringtheAgeofExploration.
ICANidentifytheroutesandclaimsinwhichtheEuropeanexplorersfound.
CCSSEnglishLanguageArts(ELA)
5.SL.1Engageeffectivelyinarangeofcollaborativediscussions(Oneonone,ingroups,and
teacherled)withdiversepartnersongrade5topicsandtexts,buildingonothersideasand
expressingtheirownclearly.
A.Cometodiscussionspreparedhavingreadorstudiedrequiredmaterial;explicitly
drawonthatpreparationandotherinformationknownaboutthetopictoexploreideasunder
discussion.
ICANdiscusswhatIreadwithmypartnerandmygroup.
B.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
ICANcollaborateanddecidewithmygrouponroles.
C.Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothe
discussionandelaborateontheremarksofothers.
ICANcontributetodiscussionsbyrespondingtoaquestionorstatement.
D.Reviewthekeyideasexpressedanddrawconclusionsinlightofinformationand
knowledgegainedfromthediscussions.
ICANansweraquestionusingmynotesandknowledgefromdiscussions.
5.RL.1Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhen
drawinginferencesfromthetext.
ICANusequotesandcitefromthetexttohelpsupportmyanswers.
Domingo2
GLOs
#1SelfDirectedLearner
Icanworkefficientlyonmyownandstayontask.
#5EffectiveCommunicator
Icancollaborateandhavemeaningfuldiscussiononthetopicwithmypartnerand
group.
InTASCStandard#2:Curriculum
A2.4SocialStudiesCandidatesknow,understand,andusethemajorconceptsandmodesof
inquiryfromthesocialstudiestheintegratedstudyofhistorygeography,thesocialsciences,
andotherrelatedareastopromoteelementarystudentsabilitiestomakeinformeddecisionsas
citizensofaculturallydiversedemocraticsocietyandinterdependentworld;
Assessment
FormativeAssessments:
Anecdotalnotes
Takenotesonstudentswhoarebeingselfdirectedlearnersandeffectivecommunicators.Note
questionssomestudentsmaybeasking.Notehowtheycomeupwithreasoningonwhethertheir
explorerisavillainorhero.
ThumbsUp,Thumbsdown
Duringthelesson,askforthumbsupiftheyunderstandorthumbsdowniftheydont.
HandsUp
Tellthemhandsupwhentheyarefinishedandreadytomoveon.
ExitSlip
Theexitslipwillbeattheendofday1,ifthelessongoesbeyond1day.Theexitslipquestion
willbeWhatisoneexploreryoureadaboutandwhatdidheclaim?
Think/Pair/Share
Studentswillbeworkingintheirtablegroupsandwillbeassignedtoaspecificexplorer.They
willworktogethertoreadanddiscusswheredidthatexplorerexplore(bay/strait),didtheir
explorerdiscover(claim),andwhatotherareasofexploration(circumnavigate).Theywillbe
givenachartpapertojottheirfindings,andeachgroupwillsharewiththeclass.
SummativeAssessmentPerformanceTask
Theywillwritedowntheirpointofviewaboutoneexploreroftheirchoice,describingwherethe
explorerwent,whattheyfound,anddecidingifhewasaheroorvillainafterstatingthepositive
impactvs.negativeeffects.
Rubric/Checklist
Explorers
Routes
Claims
Heroor
Villain
ME
Listsall
explorersinthe
weeklyreading.
Explainsthe
explorers
reasoningto
travelandgives
detailsofwhom
theytraveled
for,andwho
wereapartof
theircrew.
Explains,with
evidencewhat
makesthe
explorerslisted
inthereadingso
important.
Explainsand
givesreasonof
iftheywere
heroesor
villains.
Listsallthe
routesthe
explorershad
traveled.
Explainsifthere
wasanyconflict
duringthe
explorers
journey.
Explainhow
thatconflict
impactedtheir
journey.
Listsclaimsby
allexplorers.
Explainshow
theyclaimedit
andwhomthey
claimeditfrom.
Explainsand
givesexamples
ofthepositive
andnegative
effectsoftheir
claims.
Answeris
explainedwith
atleastone
evidencefrom
MP
Listsall
explorersin
theweekly
reading.
Explainsthe
explorers
reasoningto
traveland
givesdetails
ofwhomthey
traveledfor.
Explainswhat
makesthe
explorers
listedinthe
readingso
important.
Explainsand
givesreason
ofifthey
wereheroes
orvillains.
DP
Lists2
explorersinthe
weeklyreading.
Explainsthe
explorers
reasoningto
travel.
Explainswhat
makesthe
explorerslisted
inthereading
soimportant.
Explainsifthey
wereheroesor
villains.
WB
Listssome
explorersin
Domingo3
theweekly
readingwith
veryfew
detailsabout
them.
Listsatleast2
oftheroutes
theexplorers
hadtraveled.
Explainsif
therewasany
conflict
duringthe
explorers
journey.
Listsoneofthe
routesthe
explorershad
traveled.
Explainsifthere
wasanyconflict
duringthe
explorers
journey.
Doesnotlist
anyofthe
routesthe
explorers
had
traveled.
Listsclaims
by4
explorers.
Explainshow
theyclaimed
itandwhom
theyclaimed
itfrom.
Explainsthe
positiveand
negative
effectsof
theirclaims.
Answeris
explained
withatleast
oneevidence
Listsclaimsby
23explorers.
Explainshow
theyclaimedit
andwhomthey
claimeditfrom.
Listsclaims
by0to1
explorer.
Answeris
explainedwith
atleastone
evidencefrom
Answer
isnt
explained
withany
Domingo4
ActiveLearningPlan
Grabber/Motivatingopening(1min.)
1. Showpicturesofsuperheroandvillains.Askthemiftheyareaheroorvillain.Then
showpicturesofexplorersandaskiftheyareheroesorvillains.
2. Askthemwhattheythinkmakesthosepeopleaheroorvillain.
NarrativeOverview(9mins.)
3. Say,TodaywewillbelearningaboutearlyFrenchandEnglishexplorersandfinding
outiftheyareheroesorvillains.Bydoingsowewillbefindingwhattheirjourneywas
likeandwhatkindsofthingstheyfound.
4. Callstudentstothefloorwiththeirbinderandpencils.
5. Tellthestudentsthat
a. Wefirstwillbegoingoversomekeywordsandtermstoknow,
b. Then,wewillpracticeourbenchmark,ICANidentifytheroutesandclaimsin
whichtheEuropeanexplorersfound,bydiscussingthefirstpageoftheirweekly
together.
i. WritetheICANstatementsontheboardforstudentstoreferto.
c. Wewilltalkaboutthereasonswhytheexplorerhadtraveled,whohetraveledfor,
whowaspartofhiscrew,andwhatmakeshimaknownexplorer.
d. Wewillalsodiscusstherouteshehadtakenandiftherewasanyconflictonhis
journey.
e. Wewilltalkabouthisclaimsandhowheclaimeditandthepositiveand/or
negativeeffectsofhisclaims.
f. After,youwillgetintogroupsandrereadorread,ifyouhaventdonesoalready
forhomework,oneachexplorer.GoodideatogiveSTsanotheropportunity.
g. Thisiswhereyouwillapplythebenchmark.Eachgroupwillbegivenanexplorer
togatherinformationonandyouwillthenpresentwiththeclass.
h. Aseachgrouppresents,itwillbeyourresponsibilitytotakenotes.Attheendof
thelesson,yourchartmusthaveinformationoneachexplorerwithalltheroutes
theyvetaken,alltheclaimstheyfound,andallthereasons(positiveand
negative)thatmakestheexploreimportant.
i. Independentlyallofyouwillbewritingandexplainingtomeaboutoneexplorer
ofyourchoice,supportingreasonsheisaheroorvillain.
j. Iwillbeassessingyouonthatwritingpieceaswellasthenotesyoutakeonthe
explorers.Goodworkontherevisionsandbeingconsistentwithsingular/plural.
6. ExplaintothestudentsthattheexplorerstheywillbelearningabouttodayareSir
FrancisDrake,JohnCabot,JacquesCartier,SamueldeChamplain,andRene
RobertCalvelier,SieurdeLaSalle.
7. Askthemtotakeoutasheetofpaper.Labeltheirpaperwiththeirname,date,ID
number,andtitleWeek6:WordstoknowandwritedownthelistedwordsTheywill
needtoknowthesetermstohelpthembetterunderstandthereadings.Themeaningsare
alsowithinthereadings.
8. ExplaintheseWordsastheyarewritingthemdown:
i. SpanishArmadalargefleetofSpanishships
ii. MutinyTorebelagainstthecaptainoftheship
Domingo5
iii. TradingpostsPlacewherepeoplebattergoodsandsupplies.
iv. Straitanarrowpassageofwaterconnectingtwoseasortwolargeareasof
water.
v. Bayabroadinletoftheseawherethelandcurvesinward.
vi. Claimtosaythat(something)belongstoyouorthatyoudeserve
(something)
vii. CircumnavigateSailallaroundtheworld
9. SayHandsupwhenyouarefinishedwritingthewordsdown
10. Showwherethesewordsareinthetextandexplainhowcontextcluescanalsohelpwith
definingtheword.
Modeling
GuidedPractice(2mins)
1. Askstudentstoputtheirthumbsupiftheyhadreadweek6duringfallbreak.Takenote
ofwhodidandwhodidnt.
2. AskthemtosharewithapartnerwhatthereadingofDraketheSavageSeaDogwas
about.Forthosewhodidnotreaditforhomeworkshouldbeskimmingthereadingand
talkingtosomeonewhohasreadit.
3.Discusswiththestudentssomequestionsyouwantthemtotalkaboutwitheachother
a. WhatmakesDrakeanexplorer?
b. Whataresomemajorevent(s)heisknownfor?
c. WhydoyouthinktheEnglishthoughtSpanishwereharmfulanddangerous
tothem?
4. Callonsomestudentstoshare.
WeDo(10mins)
1. ExplaintotheclassthattheywillbegiventimetorereadonDraketheSavageSea
Dog
2. Showthemthehandout.Theywillbeusingthistohelpthemrecollectsomekeyitemsto
remember.
3. Givethemtheoptiontoreadwithapartner.Givestudentsabout58minutestofinishthe
readingontheirown.Writedowntheoptionsforpartnerreading(e.g.,personontheir
tablegroup;cansitinXXXarea)
4. Askthesequestionsafterthereadingasyoumodelhowtofilloutthechart.
5. Tellthemthatyouwillbepracticingandshowinghowtousebenchmark5.RL.1:ICAN
quotesandsitefromthetexttohelpsupportmyanswers.
a. Wheredidheexplorer?
i. Caribbean(paragraph7)
ii. St.Augustine,Florida(paragraph7)
iii. Cadiz,Spain(paragraph9)
b. Whodidheexplorefor?
i. QueenElizabethofEngland(paragraph7)
c. Didheclaimanything?
i. RichesandLandforEngland(paragraph4)
Domingo6
d. Whatweresomeofthepositive/negativeaspectsofDrakesactivitiesinthe
NewWorld?Dostudentsknowwhatpositiveandnegativemeans?Ifnot,then
thinkofastudentfriendlydefinition.
i. Positive:HeclaimedlandforEngland(paragraph4);Hetraveledaround
theglobe(paragraph12);heformedanalliancewithsomeAmerican
Indians(paragraph8)
ii. Negative:HeburnedSpanishcrops(paragraph8);heattackedSpanish
shipsandports(paragraph10);herobbedSpanishcolonies(paragraph7)
e. Basedonourfindings,washeaherooravillain?Why?
6. Listentosomeanswerstheclassmaycomeupwith.
Pairs/SmallGroupExerciseforGuidedPractice
YouDo(30mins)
1. Explaintothemthattheywillbereadingindependentlyaboutalltheexplorersinthe
reading.Usetheattentiongrabber(1,2,3fingers:1fingermeanseveryoneshouldhave
theirhandraisedwithyou,2fingersmeanseyesshouldbeontheteacherandthere
shouldbenotalking,and3isgetreadyforinstructions).
2. Sendthestudentsbacktotheirdesk.
3. Givethemabout5minuetstoread.
4. Tellthemsharewiththeirgroupaboutwhattheyreadabout.Talkaboutwhichexplorers
youreadabout,wheretheytraveledandwhattheyfoundandwhatarethe
positive/negativeeffectsoftheirjourney.Tellthemtoaskeachotherwhetherthey
believethoseexplorersareheroesorvillains.
5. Explaintothemthattheywillbedoinganactivitywiththeirtablegroups.Thesearethe
directions.
a. Eachtablegroupwillbegivenaspecificexplorer.Therewillbe6tablegroups
forthe6explorerstheyreadabout.
i. Group1:JohnCabot:Annalyne,Cheylene,Jeremy,Naupaka,Kymani
ii. Group2:JacquesCartier:Orion,Ryah,Jazelle,Zander,Xavier,Kai
iii. Group3:HenryHudson:Kaihe,Jayson,JohnMare,Michaela,Rachel
iv. Group4:SamueldeChamplain:Isaiah,Chanson,Jessica,Jvyen,
Phoeberly,Nicole
v. Group5:ReneRobertdeCavelier(SieurdeLaSalle):Joshua,Sean,
Taylor,Fiorela,Dylan
b. Displaythegroupsandexplorerontheboard.
c. Theywillberereadingabouttheexplorerandansweringquestions.
d. Passouttheoutlinedsheetinwhichtheywillrecordtheiranswers.
i. Explaintothemtheywillfilloutthecharthowyouhadmodeledforthem
withSirFrancisDrake.
ii. Tellthemtositetheirevidencelikehowyoushown.Theycanuseline
numbersincetheirreadingpassagesareshort.
e. Sharewiththemthattheymustchose2recordersand3speakers.Althoughthere
areassignedroles,eachstudentinthegroupmustberesponsibleinsharingthe
workofseekinginformation.Great!
f. Tellthemthumbsuporthumbsdownforunderstanding.
6. Walkaroundasstudentsareworkingandrecordonyouranecdotalnotes
Domingo7
a. Arestudentsbeingcommunitycontributors?
b. Arestudentsusingtheirassignedrolestheyhadchosen?
c. Recordthetypesofconversationstheyarehaving
i. Aretheysayingtheexplorerisaheroorvillain?Why?
d. Arestudentsrefereeingtothetext
7. Tellthestudentstheywillsharewiththeclassabouttheirspecificexplorer.
8. Remindthestudentstotakenotesasthegroupspresent.
a. Recordandtakenoteonwhattheyfound.Usethechartandtakenotesasthe
classshouldbedoingso.
9. Discusswiththeclassaftereachgrouppresents.
10. Askthemquestions:
a. Doyouagreeonifthisexplorerisaheroorvillain?
b. Whataresomereasonstosupportyouranswer?
IndependentWork/ImplementationofPerformanceTask(10mins)
1. Telltheclasstodiscusswiththeirgroups,whichexplorerswereheroesandwhichwere
villains.
2. Explaintothemthattheywillindividuallywriteaboutoneexploreroftheirchoice.
3. TellthemthattogetanMEtheymustdescribeeveryplacetheexplorerwent,everything
hefound,andexplainifhewasaheroorvillainafterstatingthepositiveandnegative
aspectsofhisjourney.Theirexplanationofheroorvillainshouldhaveatleast2strong
opinionatedreasonstosupporttheiranswer.Theiranswershouldalsohaveatleastone
evidencefromthetext.
Closure(2mins)
1. Getthestudentsattention.
2. Askstudentsif
a. WereweabletoidentifytheroutesandclaimsinwhichtheEuropeanexplorers
found?
b. Wereweabletodiscusswithourpartnerandgrouponwhatwehadread?
c. Wereweabletocollaborateanddecidewithourgrouponroles?
d. Wereweabletocontributetodiscussionsbyrespondingtoaquestionor
statement?
e. Wereweabletoansweraquestionusingournotesandknowledgefrom
discussions?
f. Wereweabletousequotesandcitefromthetexttohelpsupportouranswers?
g. Wereweabletoworkefficientlyonourownandstayontask?
h. Wereweablecollaborateandhavemeaningfuldiscussiononthetopicwithour
partnerandgroup?
3. Askthemwhatwouldtheworldbelikeiftheseexplorersdidntvoyageout?Whatwould
itbelikeiftheydidntfindwhattheyfound?(Emphasisonenduringunderstanding:
Moreplaceswegothemorewelearn,Takingrisks,takescourage)
Domingo8
FormativeAssessment(5mins)
1. Givestudentsanexitslipiflessonmayneedasecondday.Theexitslipquestionis:Whatis
oneexploreryoureadaboutandwhatdidheclaim?
2. Tellthemtowritethisonasheetofpaperandturnitinbeforegoingouttorecess.
3. Takenoteoniftheyturnedoneinornot.Also,takenoteifanyonegotananswerincorrect.
DifferentiationPlan
ELLs
- Visualswillbeavailableforthosewholearnbestvisually.Theinstructionsandwords
willbepostedontheboard.Iwillalsoreadandexplaintheinstructions.
- Wewillbereadingthefirstpagetogetherasaclassandtheywillalsobereadingin
groupsduringtheactivity.
- Forhomework,theirparentsmayhelpthemwiththereadingbuttheymustanswerthe
questionsontheirown.
- Theresourceteacherwillpullkidsonthesideifshefeelstheyneedextraassistance.
504/IEP
- Forachildwhoissightimpaired,enlargethereadingontheprojectionscreen.
- Groupingstudentsinsmallgroupswillhelpthosewhohavedifficulttimereading.
- Forthestudentswhoaredistractedeasily,groupthemwithstudentswhowillkeepthem
ontaskandawayfromotherdistractions.
- Theresourceteacherwillpullkidsonthesideifshefeelstheyneedextraassistance.
Accelerated
- Forthosewhofinishedtheirworkalready,thenpostontheboardthattheymayread
throughthereadingagainandcirclenewwordstheymayfind.Tellthemtowriteit
downandtopredictthemeanings.Thenusethedictionaryandfindtheactualmeaning.
Resources:
1. USAStudiesWeekly:AncientAmericatoReconstruction;Week6
2. Dictionary
InformationSheet
SeeWeekly6teacheredition
Domingo9
FormalObservation#1ReflectionandVideoAnalysisQuestions
1. Comparetheamountoftimewritteninyourlessonplantothevideo.
Lessoncomponent
Timeallocatedin
lessonplan
(e.g.,5minutes)
Introduction
1minuet
Actualtimeof
implementation
(asevidentinvideo;
writeinminutes)
1:20minuets
Writedownthetimeas
seeninthevideoframe
(e.g.,3:455:50)
Buildingbackground
3minuets
2:30minuets
1:203:50
Focus/Minilesson
(Ido)
Guidedpractice(we
do)
CollaborativeGroup
work
(youdoittogether)
Independentwork
(Youdoitalone)
Closing
6minuets
8:46minuets
3:5012:36
12minuets
23:51minuets
12:3636:15
30minuets
18:37minuets
36:1555:22
10minuets
3minuets
0:001:20
2. Explaintheaccuracyofyourtimemanagementandpacingofthelesson.Werethere
anytimediscrepanciesandwhydiditoccur?Iftherewerenodiscrepancies,explain
howyouwereabletomanagethispacingand/orexplainifyoushouldhaveadjustedthe
timeinanyspecificlessoncomponent.Citeexamplesandthetimesinyourvideo.
Mypacingwhiledoingintroductionandbuildingbackgroundwasaccurate.Although,asI
waswatchingIrealizedIcouldhavedonemoreelaboratingoncertainthings.Forexample,in
thebeginningwhenintroducingheroesandvillains,astudentsaidthatMaleficentisavillainand
ahero(1:001:20).WhenIaskedwhy,hesaidbecausehewatchedthemovie.Ididntgo
deeperinconversationbutInoticedthatifIdid,Iwouldhavemadeaconnectionofhowwecan
claimevidenceonhisanswer.Iwasnotabletofinishmylessonthatdaybecauseduringthe
guidedpracticeIaskedstudentstoraisetheirhandiftheyhadreadtheweeklyforhomework.
Noonerosetheirhandsomostofthetimewasspentonthemreading.Insteadof12minuets,it
tookabout23minuets.ThereasonforthishappeningwasbecauseIhadthoughtmymentor
Domingo10
assignedthemtoreaditforhomeworkduringfallbreakbutIwaswrong.So,insteadofgoing
onwiththelessonIhadplanned,Itooksometimetoletthemreadbecauseitwasveryimportant
forthemtodoso.
3. SelectoneoftheseobservationallensfromBorich(2011)thatyouhaveevidenceof
effectiveness.Pleasenotethatinthisthirdsemester,effectivenessmeansratingyour
selfonthefirst,second,orthirdspaceontheleftsideofthecontinuumoninstrument
3.1a
StudentsEngagementintheLearningProcess
StudentsSuccessinBasicAcademicSkills
HigherThoughtProcessesandPerformanceOutcome
Explainwhyyouselectedthatlens,howyouratedyourselfonthecontinuum(takea
cleardigitalpictureofyourratingonthecontinuumandembedinthisdocument)and
give23differentandconcreteexamplesofyoureffectiveness.Uploadonevideoclip
supportingyourexampleofeffectiveness.
TheobservationallensfromBorich(2011)thatIhaveevidenceofeffectivenessisHigher
ThoughtProcessesandPerformanceOutcomes.Iratedmyselfonthesecondspacefromthe
leftonthislensandIhaveonevideoexampleasevidence.AccordingtoBorich,thislens
includesusingcollaborativeandgroupactivities,whichiswhatisshowninthevideo.The
studentsworkedingroupstoseekinformationonaspecificexplorer.Asagroup,theyalso
woulddiscusstheiropiniononiftheirexplorerwereavillainorherousingtextualevidence.
Thislensalsoincludestraitsofengagingstudentsinoralperformance.Ihavenovideo
evidenceofthisbecauseithappenedondaytwoofthelesson.Afterthegroupscollaborated,
theyhadtheopportunitytopresenttheirinformationtotherestoftheclass.Duringtheir
presentationtheyexplainedwhattheyhadfoundandwheretheyfoundinformation.They
Domingo11
alsospokeaboutsomeinterestingfactstheylearnedandtheygavetheiropinionsoniftheir
explorerwereavillainorhero.
4. SelectoneoftheseobservationallensfromBorich(2011)thatyouhaveevidenceof
development.Pleasenotethatinthisthirdsemester,effectivenessmeansratingyour
selfonthefirst,second,orthirdspaceontherightsideofthecontinuumoninstrument
3.1a
LessonClarity
InstructionalVariety
TeacherTaskOrientation
Explainwhyyouselectedthatlens,howyouratedyourselfonthecontinuum(takea
cleardigitalpictureofyourratingonthecontinuumandembedinthisdocument)and
give23differenceandconcreteexamplesofyourdevelopmentandwhatcouldyou
havedonedifferently.Uploadonevideoclipsupportingyourexampleofanareaof
developmentand/orwritethetimeasseeninthevideoframeifuploadingtheentire
lesson.
TheobservationallensfromBorich(2011)thatIhaveevidenceofdevelopmentisLesson
Clarity.IratedmyselfonthethirdspacefromtherightandIhaveacoupleofclipsas
evidence.AccordingtoBorich,lessonclarityreferstoateachersabilitytospeakclearlyand
directlyandtoorganizeandstructurecontent.Asshowninthevideoclip,Ihadadifficult
timepronouncingthenamesoftheexplorerssothestudentswerecorrectingme.Also,asthe
studentsweregettingintotheirgroups,IdiscussedwhatIwantedthemtodobutIdidnt
explaintothemwhatIwaslookingforasfarasmyexpectations.AnotherexampleisthatI
hadntgivenmuchbackgroundknowledgetothestudents.Aswereadandastheystudents
presentedinformationontheexplorers,Icouldhavefoundoutmoreinformationand
elaboratemoresothatthestudentscouldbemoreengagedandinterested.
Domingo12
WhatIcouldhavedonedifferentlyistodomyhomework.WhatImeanbythatisto
researchmoreabouttheexplorersmystudentsarelearningaboutsothatIhavemore
informationtoprovideforthem.Iwillalsogetinformationonhowtocorrectlypronounce
namessothatIcanteachmystudentsthecorrectway.IalsowillexplainmoreonwhatI
expectfrommystudentswhenIassignthematask.WaysIcoulddothatiseitherpostup
thebenchmarks,handoutarubricorchecklist,ortotellthemverballytheexpectations.
5. UsinganyofBorichlenses,describetwopedagogicalbehaviorsthatyouwillchange
andimplementinthenearfuturebasedonevidencefromyourvideo.Explainwhyyou
chosethesebehaviors;citeonestatementforeachbehaviorfromBorichthatsupports
yourreasons(usequotationmarksandappropriatereference),whatyouplantodo,
andhowyouwillmeasureeffectivenessofyourchangedbehavior.
Basedonthevideoclipsfrommylesson,onepedagogicalbehaviorIplantochangeand
implementinthenearfutureishowIhandlemyclassroommanagement.Classroom
managementinvolveshowteachersorganizetheclassroomandanticipateandrespondtostudent
behaviortoprovideanenvironmentforefficientlearning(Borich2014).Ichosethisbehavior
becauseIfeellikeIcouldhavedoneabetterjobonimplementingclassroommanagement.Ihad
mybackfacedtosomestudentsandIwasntawarewhentheywereraisingtheirhandorifthey
werentpayingattention.Ialsohadanattentiongetter,whichwasthe1,2,3fingersignalbutI
didntimplementthatinthebeginning.IfIweremoreconsistentwithit,Ithinkthestudents
wouldhavepaidmoreattention.ThenexttimeIwillkeepinmindwhereIamplacedandIwill
applyconsistentattentiongetters.IwillalsoinformthestudentsofwhatIexpectfromthemin
termsoflistening.IwilldosobytellingthemthatIwillbelookingoutforhowtheyapplythe
GLOsofbeingselfdirectedlearnersandeffectivelisteners.Ifmybehaviorsofclassroom
managementimprove,itwillshowinthestudentsbehaviorsaswell.
Domingo13
AnotherbehaviorIplantochangeandimplementinthefutureisstudentengagement.Inthe
beginningofthelesson,thestudentsweresoengagedwiththeheroandvillainexamples,butI
couldtellthatwhentransitioningtoexplorers,theexcitementkindofdieddown.Iplantotake
whatthestudentsfeltwasexcitingandkeepconnectingthelessonbacktoitsothattheyare
consistentlyengaged.Activitiesthatallowstudentstothinkabout,acton,andpracticewhat
theylearn(Borich2014).ThewayIwouldmeasureeffectivenessistheresultsofmystudents
learning.IfIwereabletomakemoreconnectionswiththelessontowhattheywereexcited
about,theydbemoreengagedandwouldrelatetothecontentmore.