ROUND 1 - Activity 1a

3. PLANNING

c. Instructional strategies, e.g., cooperative learning

PLANNING

Lesson Profile

Prepare a record of the sequence of events that takes place over the course of the lesson you observe. Record the time taken up by each of the events. Also include a description of what appears to be the important aspects of each event.

Event	Time Taken	Description

REFLECTION:

What did the objective of the class appear to be? What assessment strategies were used by the teacher in this lesson? What teaching strategies were used?

ROUND 1 - Activity 3b

PLANNING

Transitions

Transitions can occur at various times throughout the day. For example, in an elementary class, students might be given time to prepare for their recess break, to clean up an art activity before moving on to another activity, or after the teacher has given instructions and students are preparing to work. In a secondary class, students might be changing classes, preparing to present findings of a group activity to the class, or recording homework assignments.

What instructions does the teacher give his/her students about what to do next before moving into a transition period?

Is the transition part of the class routine (e.g., taking attendance, moving to another seating arrangement, handing out materials), or is it a new direction for the students?

What is the teacher doing during transitions?

How does the teacher signal the end of a transition and the beginning of a new structured activity? How does the teacher gain everyone’s attention?

REFLECTION:

How do effective transitions develop a positive classroom atmosphere?

ROUND 1 - Activity 3c

PLANNING

Questioning

Record the questions asked by the teacher during the course of a class period. Record students’ questions during the same class period.

Teacher Questions:

Student Questions:

REFLECTION:

Examine the variety of question levels asked in the classroom by the teacher, by the students. Consider how the variety of questions asked suggest the teacher’s beliefs about teaching.

ROUND 1 - Activity 3d

PLANNING

Selecting Appropriate Instructional Strategies: Cooperative Learning

Cooperative learning is an excellent instructional strategy, an effective tool for classroom management, and a powerful strategy for reducing prejudice and negative discrimination between girls and boys and various ethnocultural groups.

Visit a class where cooperative learning strategies are being employed.

What was the instructional focus of the lesson?

How did the teacher promote effective function of groups before the students set out to work together?

How were the groupings decided?

What did the teacher do while the cooperative learning groups were functioning?

Were the groups in the class during this cooperative learning activity in competition with each other? If so, what effect did this appear to have on the learning?

Overall, how well did the students appear to be interacting with each other?

How did planning differ for this type of teaching approach than for other types of strategies?

What did you learn about classroom management from being involved in this lesson?

What questions do you have for the classroom teacher after being involved in this cooperative learning activity?

REFLECTION:

How do cooperative learning strategies enhance students’ interest and collaborative skills?