IPTS 4K: uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities;
Performance Activity 16: Determine and describe the location of the fire extinguisher, fire blanket, AED (Automated External Defibrillator) machine, fire exit, and fire alarm for this classroom. If in a science laboratory include the chemicals available to extinguish various types of fires. Record in your Site Visit Notes.
Performance Activity 17: Teach a mini lesson. This is your 1st of 2 official mini lessons. Write your reflection, add cooperating …show more content…
I have observed in most to all of the students ‘accommodations list sheet, students need a visual aids and cues during instruction and could be used during formative and summative assessments. During my direct teaching, Ms. Boerema projected the plot structure map on her computer, which was displayed on the white board for students and myself to see and use during this part of the lesson. Also, during my direct teaching, I had manipulatives of laminated and colored paper of part of plot structure and definitions of each part of the lesson. To increase active classroom engagement, I would have each student put a definition of each part of plot structure on the white board. This allows students to move to and from the whiteboard back to their seats, which can help students become more attentive through movement than having the students sit in their seats. Not only does it make the students pay more attention during the direct teaching stage, but it helps students regulate their fine and gross motor skills and increase each student’s participation. For the practice activity, I read The True Story of the 3 Little Pigs! for students to identify parts of plot structure. By using an example, to identify parts of plot structure, impacts student learning by having students practice to maintain, and eventually generalize parts of plot structure of a
Performance Activity 16: Determine and describe the location of the fire extinguisher, fire blanket, AED (Automated External Defibrillator) machine, fire exit, and fire alarm for this classroom. If in a science laboratory include the chemicals available to extinguish various types of fires. Record in your Site Visit Notes.
Performance Activity 17: Teach a mini lesson. This is your 1st of 2 official mini lessons. Write your reflection, add cooperating …show more content…
I have observed in most to all of the students ‘accommodations list sheet, students need a visual aids and cues during instruction and could be used during formative and summative assessments. During my direct teaching, Ms. Boerema projected the plot structure map on her computer, which was displayed on the white board for students and myself to see and use during this part of the lesson. Also, during my direct teaching, I had manipulatives of laminated and colored paper of part of plot structure and definitions of each part of the lesson. To increase active classroom engagement, I would have each student put a definition of each part of plot structure on the white board. This allows students to move to and from the whiteboard back to their seats, which can help students become more attentive through movement than having the students sit in their seats. Not only does it make the students pay more attention during the direct teaching stage, but it helps students regulate their fine and gross motor skills and increase each student’s participation. For the practice activity, I read The True Story of the 3 Little Pigs! for students to identify parts of plot structure. By using an example, to identify parts of plot structure, impacts student learning by having students practice to maintain, and eventually generalize parts of plot structure of a