630 paper
I have attached CLINICAL FIELD EXPERIENCE C, please use this as reference for the new paper and put in into the LESSON PLAN-
Incorporating content from other subject areas into mathematics has many benefits. Cross-disciplinary teaching involves a conscious effort to apply knowledge, principles, and values to the specific subject area which enhances learning for the students.
For this assignment, you will create three lessons using the “COE Lesson Plan Template” that focus on a single theme or topic. The lessons should be connected to form a cohesive unit.
Based on your discussion with your mentor teacher and your assessment results in Clinical Field Experience C, incorporate three mathematics standards being taught in your field experience classroom. You may adapt previous assignments from this course in the creation of these lessons. In at least one of the three lessons, integrate one or more additional content areas (literacy, science, social studies, or the creative arts) in a way that makes sense for the lesson.
The three lesson plans must include the following:
- Specific Learning Target(s)/Objectives: Objectives aligned to state mathematics content standards that are being taught in your field experience classroom.
- Resources, Materials, Equipment, and Technology: Current tools and resources to support learner development across content areas (creative arts, science, social studies, or English language arts), connecting core subjects to meaningful learning experiences.
- Multiple Means of Representation: Instruction that uses effective strategies and resources, including the appropriate use of technology, to meet the needs of individuals and groups of students for early education.
- Multiple Means of Expression: Describe how you will monitor student learning by analyzing data and adjusting instruction and provide meaningful feedback to students.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Program competencies and national standards assessed in the benchmark assignment:
COE 2.3
Utilize current tools and resources to support learner development across content areas, connecting core subjects into meaningful learning experiences. [NAEYC 4b; InTASC 5(a), 5(c), 5(h), 5(i), 5(j), 5(l), 5(n), 5(p); ISTE-T 1c]
COE 3.2
Plan instruction that uses effective strategies and resources, including the appropriate use of technology, to meet the needs of individuals and groups of students for early education. [NAEYC 4b; InTASC 7(b), 7(c), 7(k), 7(n), 8(a), 8(g), 8(l), 8(n), 8(o), 8(r); ISTE-T 2a, 2c, 3a, 4b; MC1]
COE 4.4
Continuously monitor student learning by analyzing data and adjusting instruction and provide meaningful feedback to students. [NAEYC 3b; InTASC 6(d), 6(f), 6(l), 6(m), 6(n), 6(q), 6(s), 8(b)]
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Learning Centers
Katrina Yeugelowitz
GCU/630
January 19, 2021
Learning Centers.
Implementation of the instructional strategies and how they reinforced math concepts to young children.
Teachers use instructional strategies to help learners become autonomous, vital learners. These methodologies develop into knowledge strategies when learners autonomously pick the appropriate ones and employ them successfully to attain coursework or assemble objectives. Young Children are engrossed in mathematics well before they begin schooling (Seechaliao, 2017). They notice basic shapes, build and broaden basic examples, and figure out how totally. The Teaching Math to Young Children practice control presents five suggestions intended to help early training educators gain by youngsters’ shared interest in math. The initial two recommendations recognize early mathematical substance zones that should be remembered for preschool, prekindergarten, and kindergarten educational plans. The last three proposals zero in on methodologies and instructing procedures that consolidate math content into the study hall.
Students’ assessment outcomes and patterns and gaps in learning.
Students can be at different professional development phases, including learners (inhabitants), junior rehearsing doctors, mid-vocation doctors, or exceptionally experienced doctors. Realizing the student’s expert stage can help shape both the substance and extent of the enlightening experience. Typically, at AAP supported instructive exercises, there is a combination of these stages, planning the learning experience and testing. When arranging informational activities, the need assessment is regularly founded on solicitations for themes recorded on assessment structures finished by members in past exercises. It is critical to comprehend this is regularly a statement of points in which students demonstrate they have a premium and “saw” need of what they figure they should know.
Gaps might be characterized as the distinction between “the state of affairs” and “how they ought to be.” The most effortless holes to distinguish are those related to information. Information gaps can be determined by polls or audits of grades from in preparing or board assessments (Babinčáková et al. 2020). Revising gaps in knowledge is significant; however, it ordinarily has minimal effect on improving skill or execution and patients’ results.
How the assessment data would guide future planning and Instruction to meet individual students’ needs and promote student growth.
Ongoing changes in responsibility and testing approaches have given teachers admittance to an abundance of learners’ level information. The accessibility of such data has driven numerous people to need to reinforce the role of data for managing guidance and improving pupils learning—the United States. As of late, the branch of Instruction repeated this craving, calling upon schools to utilize evaluation data to react to learners’ scholarly qualities and wants (Babinčáková et al 2020). Also, prodded partially by government enactment and subsidizing, states and regions are progressively centered on building longitudinal data systems.
Discuss how you can implement what you have learned in your future teaching practice
A classroom is an environment, joining students from different establishments with various limits and characters. Being a convincing teacher requires inventive and innovative instructing frameworks to meet students ‘ particular necessities. Whether or not one has been tutoring for two months or twenty years, it might be difficult to tell which instructing frameworks will work best with your students. Blended capacities students ought to be urged to cooperate by propelling small assembling, or whole class works out. Through verbally imparting their musings and responding to others, the students will develop their confidence, similarly, to improve their correspondence and essential thinking aptitudes, which are necessary all through life.
Reference
Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of education and learning, 6(4), 201-208.
Babinčáková, M., Ganajová, M., Sotáková, I., & Bernard, P. (2020). Influence of formative assessment classroom techniques (Facts) on student’s outcomes in chemistry at secondary school. Journal of Baltic Science Education, 19(1).
GCUCollege of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
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Teacher Candidate Name: |
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Grade Level: |
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Date: |
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Unit/Subject: |
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Instructional Plan Title: |
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Lesson Summary and Focus: |
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. |
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Classroom and Student Factors/Grouping: |
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. |
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National/State Learning Standards: |
Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. |
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Specific Learning Target(s)/Objectives: |
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · · · What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. |
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Academic Language |
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. |
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Resources, Materials, Equipment, and Technology: |
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. |
Section 2: Instructional Planning
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Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. |
Time Needed |
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Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
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Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
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Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
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Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. |
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