3. PLANNING
b. Transitions
c. Instructional
strategies, e.g., cooperative learning
d.
Questioning
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.
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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?
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?
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.
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?