5I: uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities.
5L: develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking.
9K: Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth.
Performance Activity 44: Interact with students by teaching a mini lesson. This …show more content…
I will thank my cooperating teacher, Mrs. K, and Ms. LaBrash by providing a thank you card with a surprise gift. This academic school year for both myself and for the Maercker staff has been quite difficult and more stressful. Mrs. Corcoran has taught me how to teach under stress and the other Maercker staff has helped me while I was teaching the lesson. I learned collaborating with multiple staff members can help make a difference in how students receive and maintain learning tasks. I have learned so much from these three professionals that I would like to reward them with a small appreciation …show more content…
I applied strategies, such as the following: scaffold instruction, manipulatives, Piaget’s Stages of Development, and chunking the lesson. From my own personal experience of having a specific learning disability, I have the ability to be more empathic towards working with students with disabilities and apply my pedagogy knowledge of evidenced-based strategies. If I didn’t apply both my experience of having a disability and pedagogy to the lesson, I would be an effective teacher candidate to the students, resulting students to not have a meaningful learning experience. I had the lesson incorporate more student interaction and engagement by having the students ask peer questions: “How many more students like ______ over ___________?” Both Mrs. Corcoran and I have found that when students are more engaged in the lesson, that it increase the amount of material they are learning, increases classroom participation, and decreases student errors. By practicing newly learned material helps students comprehend the target goal. If I didn’t have students engaged in the lesson, they would not gain a meaningful learning experience and not learn the skill of how to analyze data results. To make the lesson more engaging is by how both Mrs. Corcoran and Mrs. K ask the students questions of my teacher sample data results. I tried to make the classroom
5L: develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking.
9K: Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth.
Performance Activity 44: Interact with students by teaching a mini lesson. This …show more content…
I will thank my cooperating teacher, Mrs. K, and Ms. LaBrash by providing a thank you card with a surprise gift. This academic school year for both myself and for the Maercker staff has been quite difficult and more stressful. Mrs. Corcoran has taught me how to teach under stress and the other Maercker staff has helped me while I was teaching the lesson. I learned collaborating with multiple staff members can help make a difference in how students receive and maintain learning tasks. I have learned so much from these three professionals that I would like to reward them with a small appreciation …show more content…
I applied strategies, such as the following: scaffold instruction, manipulatives, Piaget’s Stages of Development, and chunking the lesson. From my own personal experience of having a specific learning disability, I have the ability to be more empathic towards working with students with disabilities and apply my pedagogy knowledge of evidenced-based strategies. If I didn’t apply both my experience of having a disability and pedagogy to the lesson, I would be an effective teacher candidate to the students, resulting students to not have a meaningful learning experience. I had the lesson incorporate more student interaction and engagement by having the students ask peer questions: “How many more students like ______ over ___________?” Both Mrs. Corcoran and I have found that when students are more engaged in the lesson, that it increase the amount of material they are learning, increases classroom participation, and decreases student errors. By practicing newly learned material helps students comprehend the target goal. If I didn’t have students engaged in the lesson, they would not gain a meaningful learning experience and not learn the skill of how to analyze data results. To make the lesson more engaging is by how both Mrs. Corcoran and Mrs. K ask the students questions of my teacher sample data results. I tried to make the classroom