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
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
From January to April I co-taught an English class for adults. It was a rich and invaluable experience. I believe that in second language learning one of the major keys is to always engage students in meaningful dialogue and add relevancy in real world tasks. Discussions were a big part of our classes and students were participated in activities where they had to communicate with one another and ask/answer questions based on what we were doing. We would always start the class with a discussion question, ice breaker or activity that tied in the previous class's objective. In this activity we were focusing on syntax and vocabulary. Students got in order to make a sentence using the right syntax. Then they used vocabulary words to create sentences for other groups to put in order.
From January to April I co-taught an English class for adults. It was a rich and invaluable experience. I believe that in second language learning one of the major keys is to always engage students in meaningful dialogue and add relevancy in real world tasks. Discussions were a big part of our classes and students were participated in activities where they had to communicate with one another and ask/answer questions based on what we were doing. We would always start the class with a discussion question, ice breaker or activity that tied in the previous class's objective. In this activity we were focusing on syntax and vocabulary. Students got in order to make a sentence using the right syntax. Then they used vocabulary words to create sentences for other groups to put in order.
Artifact 3c: Engaging Students in Learning
This artifact is from my Science methods class. I compiled a discovery box for my peers where they tested pH levels of house hold items. I had a forty five minute period and had to introduce acids and bases because we were going to be teaching small groups of 5th grade students later on that day. In my box was; a handout of what was included, books on acids and bases, a log and discovery sheet. Students were very engaged during this time because they were challenged to question and discover on their own.
This artifact is from my Science methods class. I compiled a discovery box for my peers where they tested pH levels of house hold items. I had a forty five minute period and had to introduce acids and bases because we were going to be teaching small groups of 5th grade students later on that day. In my box was; a handout of what was included, books on acids and bases, a log and discovery sheet. Students were very engaged during this time because they were challenged to question and discover on their own.
Artifact 3d: Using Assessment in Instruction
The last assessment in writer's workshop, during my third grade placement, was narrative writing. We introducing the traits of narrative writing through mini-lessons and then the students went through the writing process to create their own narratives. During this process I conferenced with the students to and did informal assessments like exit tickets to make sure students were on the right track. When the process was completed students published their work and did a self assessment using a rubric that the whole third grade uses. Then my lead teacher and I used a similar rubric and did as a formal assessment for their finished work. This went very well because students knew what was expected in their writing as we went. They also got to take ownership of their work through their self assessment and Author's Share Hour.
The last assessment in writer's workshop, during my third grade placement, was narrative writing. We introducing the traits of narrative writing through mini-lessons and then the students went through the writing process to create their own narratives. During this process I conferenced with the students to and did informal assessments like exit tickets to make sure students were on the right track. When the process was completed students published their work and did a self assessment using a rubric that the whole third grade uses. Then my lead teacher and I used a similar rubric and did as a formal assessment for their finished work. This went very well because students knew what was expected in their writing as we went. They also got to take ownership of their work through their self assessment and Author's Share Hour.