Kayleen Gascho - Lesson One "A Diverse Community"
Action Thermometer & Summary Frames & Give One Get One
Or, access the lesson plan by downloading the file below:
a_diverse_community_lesson_-_sf_at_and_gogo.docx | |
File Size: | 42 kb |
File Type: | docx |
---Supporting Documents---
readings_-_diverse_community.pdf | |
File Size: | 4331 kb |
File Type: |
give_one_get_one_diverse_community_sheet.docx | |
File Size: | 31 kb |
File Type: | docx |
writing_about_your_community_assessment_and_rubric.docx | |
File Size: | 14 kb |
File Type: | docx |
four_squares_of_diversity.docx | |
File Size: | 13 kb |
File Type: | docx |
summary_frames.docx | |
File Size: | 20 kb |
File Type: | docx |
---Explanation of Identified Instructional Strategies---
Why did I select these specific strategies to utilize in the lesson?
The benefits of these strategies over another.
o The Summary Frames are best because they support reading comprehension which is a vital aspect of this lesson in order to understand
and show proficiency in the objectives.
o The Give One Get One is another great strategy for this lesson because it sets students up for success on their final assessment by
expanding their knowledge through collaboration with their peers.
Possible cons or barriers that I may encounter from utilization of these strategies:
A couple major barriers that I could encounter by using these specific strategies. This includes the following:
- Each strategy meets a different component of my plan for choosing, implementing, and reflecting upon what strategies I have chosen. These components will be underlined below.
- I chose to use these three strategies because of their compatibility with the content of the lesson. For example, the Summary Frames allow for deeper comprehension and focus on detail during the guided practice group readings.
- I also used them because of the aide they provide for assessments throughout the lesson. For example, the Give One Get One strategy is a great strategy for the students to use to gain examples of diversity they may have not thought of on their own. This will set the students up for success on their final summative assessment.
- Each of these strategies also work with where they take place throughout the assessment. For example, the Action Thermometer is used in the beginning of the lesson both for the purpose of getting student's interested in the lesson to come, as well as to help the teacher understand the students' background knowledge of diversity.
- All three strategies allow for different learning styles to be met. The Action Thermometer allows the bodily-kinesthetic students be free to move around the room. The Give One Get One strategy also allows for the students to move about the room, but also allows the interpersonal and intrapersonal students both have an opportunity to share and to receive. The Summary Frames allow for linguistic students to show their understanding of the material.
The benefits of these strategies over another.
- Out of the strategies I contributed, these three best fit this lesson for different purposes:
o The Summary Frames are best because they support reading comprehension which is a vital aspect of this lesson in order to understand
and show proficiency in the objectives.
o The Give One Get One is another great strategy for this lesson because it sets students up for success on their final assessment by
expanding their knowledge through collaboration with their peers.
- The other two strategies I chose to share, (being Venn Diagrams and Bottoms Up Heads Together) do not fit with the content or assessment outcomes of this lesson. I am not having students compare two different objects or ideas that is required with Venn Diagrams. Also, I found the Give One Get One strategy to be more applicable to the content of his lesson on community rather than in the Five Detectives lesson below.
Possible cons or barriers that I may encounter from utilization of these strategies:
A couple major barriers that I could encounter by using these specific strategies. This includes the following:
- Students may become off-task during the Give One Get One activity. They may only confer with one student. Good classroom management and clear directions will prevent this from happening.
- Students may feel "discriminated" by the use of the Action Thermometer when asked questions pertaining to their family life. This however is not the intent of the procedure, but because of the subject of diversity, it may arise. Teacher and student discussion as well as the teacher knowing their students could prevent this from happening.
Kayleen Gascho - Lesson Two "The Fabulous Five Detectives"
Venn Diagram & Bottoms Up Heads Together
Or, access the lesson plan by downloading the file below:
fabulous_5_detectives_lesson_-_vd_and_buht.docx | |
File Size: | 46 kb |
File Type: | docx |
---Supporting Documents---
apple_vs._orange_venn-diagram.docx | |
File Size: | 16 kb |
File Type: | docx |
sensory_observations_group_sheet.docx | |
File Size: | 13 kb |
File Type: | docx |
sensory_web_assessment_and_rubric.docx | |
File Size: | 29 kb |
File Type: | docx |
what_is_this_assessment.docx | |
File Size: | 18 kb |
File Type: | docx |
observation_ticket-out-the-door.docx | |
File Size: | 26 kb |
File Type: | docx |
---Explanation of Identified Instructional Strategies---
Why did I select these specific strategies to utilize in the lesson?
The benefits of these strategies over another.
Possible cons or barriers that I may encounter from utilization of these strategies:
A couple major barriers that I could encounter by using these specific strategies. This includes the following:
- Each strategy meets a different component of my plan for choosing, implementing, and reflecting upon what strategies I have chosen. These components will be underlined below.
- I chose to use these two strategies because of their compatibility with the content of the lesson. For example, the Venn Diagram allows students to not only see the observations they are making about each item, but also allows them to deepen their understanding of the concept by comparing and contrast the two objects observational characteristics as well.
- I also used them because of the aide they provide for assessments throughout the lesson. For example, the Bottoms Up Heads Together Collaboration strategy is a great strategy for the students to use to gain other observations of the objects that they may have not had thought about on their own. Both the Venn-Diagram and the Bottoms Up Heads Together strategies will set the students up for success on their final summative assessment by offering practice and chances to reinforce concepts. These strategies also allow the teacher to dictate if further instruction or independent instruction will be needed for some or all students before moving on in the lesson.
- Both of these strategies also work with where they take place throughout the assessment. For example, Venn-Diagram is used both during modeling and as a transition into guided practice for the purpose of scaffolding. The Bottoms Up Heads Together Collaboration strategy is used during the guided practice as a final chance for students to hear other observation ideas from their peers, as well as to share their observations with their peers. The teacher can also use this strategy as data to check for understanding before continuing to the independent practice and final formal summative assessment.
- The two strategies allow for different learning styles to be met. The Bottoms Up Heads Together Collaboration strategy allows bodily-kinesthetic students to move around the room. This strategy also allows the interpersonal and intrapersonal students both to have an opportunity to share and to receive observations of the items on the desk. Linguistic and Spatial students will benefit from the Venn-Diagram strategy as it allows them to visually see the similarities and differences between the observational characteristics of the apple and the orange. It will also allow students to see a list of the observations, rather than the teacher simply saying the observations.
The benefits of these strategies over another.
- Out of the strategies I contributed, these two best fit this specific lesson for different purposes:
- The Venn Diagram is best for allowing students to think on a deeper level. Often times, when talking about using the five senses, students miss out on the opportunity to use the skill on a more difficult concept. This will benefit those students who need an extra challenge in the classroom, but also allow those students who need extra instruction a chance to see the observations being made listed out in words as well as in a graphic organizer. I purposefully used the Venn Diagram as formative assessment because my objective does not measure whether students can compare two objects, but rather to give them a different view and opportunity to see making observations using the senses.
- The Bottoms Up Heads Together Collaboration is best to supply the students the opportunity to see observations that they may have not thought of on their own. It works well with a lesson that requires the senses to be used because it requires that the students get up and move around. As students use their senses, it may get noisy and busy in the classroom. To keep the noise and chaos to a minimum, this strategy gives them opportunities to move every 5 minutes which is good for those students who will become bored sitting for long periods of time. I believe that, in order to have a successful lesson on the senses, the students should be given as many opportunities to confer with each other and move around the classroom.
Possible cons or barriers that I may encounter from utilization of these strategies:
A couple major barriers that I could encounter by using these specific strategies. This includes the following:
- Students may become off-task during the group work of the Bottoms Up Heads Together Collaboration strategy. Good classroom management and clear directions will prevent this from happening.
- The Venn Diagram may make the lower performing students confused and lost in the material because of the added element of comparing. This will be avoided by the aide of the teacher and the classmates. Because it is whole-group, not all students will have to share an observation. These students can observe and use the Venn-Diagrams as a support tool instead of a means of challenging their ability to think deeper.