* Learner objectives were created using blooms taxonomy. Students must predict, which is level 2 (comprehension). Students must then categorize, which falls under level 5(synthesis).
** This falls under creating an effective physical environment for students to learn in. The classroom will be prepared and organized before class starts. The arrangement of the room will already be prepared in a way that is beneficial to the students’ age. The students will be arranged in groups, which will allow students to collaborate on their work. For this particular activity group placement was not done randomly. For this activity the seating arrangement of students will be strategically thought through before class. Classroom organization is also …show more content…
** This will be used as a visual aide for students. This will help visual students, as well as, preoperational learners. This prediction sheet will be used as an example, as to how students should fill in their own sheet. These strategies follow under Piaget’s theory of cognitive development. The material can also be presented using symbols, which is important during the preoperational …show more content…
Some students may have trouble writing the name of the material on their prediction sheet, if this is the case these students can receive a sheet that has images or the names completed. This takes into consideration students’ diverse learning needs. ** This deals with Kohlberg’s stages of moral development. By discussing how students should act you are controlling their moral behavior through instruction, which is important since students may not understand what good group work may look like at this age. Having this conversation is also an example of classroom management, since it gives students and outline, as to how they should act during the activity. **By walking around and ensuring students understand the task, the teacher can observe whether students are still working within their zone of proximal development. **Repetition helps students move the new information from short-term to long- term memory. Throughout activity three students must identify again what material sink, and what materials float. ** Closing activities will be clearly outlined before hand to students before they complete the tasks. This will allow for efficient transition time between the tasks. This is an example of classroom management. ** As previously discussed, assessment is important. This allows the teacher to ensure students understand the material. If students do not understand the material, the teacher can alter
** This falls under creating an effective physical environment for students to learn in. The classroom will be prepared and organized before class starts. The arrangement of the room will already be prepared in a way that is beneficial to the students’ age. The students will be arranged in groups, which will allow students to collaborate on their work. For this particular activity group placement was not done randomly. For this activity the seating arrangement of students will be strategically thought through before class. Classroom organization is also …show more content…
** This will be used as a visual aide for students. This will help visual students, as well as, preoperational learners. This prediction sheet will be used as an example, as to how students should fill in their own sheet. These strategies follow under Piaget’s theory of cognitive development. The material can also be presented using symbols, which is important during the preoperational …show more content…
Some students may have trouble writing the name of the material on their prediction sheet, if this is the case these students can receive a sheet that has images or the names completed. This takes into consideration students’ diverse learning needs. ** This deals with Kohlberg’s stages of moral development. By discussing how students should act you are controlling their moral behavior through instruction, which is important since students may not understand what good group work may look like at this age. Having this conversation is also an example of classroom management, since it gives students and outline, as to how they should act during the activity. **By walking around and ensuring students understand the task, the teacher can observe whether students are still working within their zone of proximal development. **Repetition helps students move the new information from short-term to long- term memory. Throughout activity three students must identify again what material sink, and what materials float. ** Closing activities will be clearly outlined before hand to students before they complete the tasks. This will allow for efficient transition time between the tasks. This is an example of classroom management. ** As previously discussed, assessment is important. This allows the teacher to ensure students understand the material. If students do not understand the material, the teacher can alter