Beruflich Dokumente
Kultur Dokumente
Guided Instruction
Teacher Led Discussion
Collaborative Learning
Graphic Organizer
Needs-Based Planning
Learning Differences
Graphic Organizer
Attention Differences
Guided Instruction
Motivational Differences
Personalized Content
Physical Differences
Extended time, Group Collaboration
Communication Differences
Guided Instruction
Sensory Differences
Graphic Organizer
Behavioral Differences
Ability Differences
Differentiated Instruction
Cultural Differences
Translator/Interpreter
Enrichment
Graphic Organizer
Diagnostic
Essential Question:
Why did Reconstruction end?
Why did Northern support end?
How did Supreme Court decisions impede equality?
What was the Compromise of 1877?
Why was it detrimental that the Southern whites regained
power?
Formative
Stating clear learning objectives
Clear explanation of the graphic organizer
Checking for understanding while reviewing
Pausing during discussion to ensure students are retaining and
understanding
Restating objectives
Summative
Checking to see if all organizers were complete
Finished organizers and packets to be taken up at end of unit
for a grade
Quiz will be given on unit, this unit will be combined with the
teachers unit on the civil war for a Test
MATERIALS:
Technology
None required
Printed Materials
Graphic Organizer
Supplies
Pens/Pencils
Internet Resources
None required
EXTENDED ACTIVITIES
POST-TEACHING
Reflections
Planning
This lesson was planned collaboratively with my cooperating teacher;
she utilizes graphic organizers in her classroom. I have come to see the
benefit in using graphic organizers, and plan to incorporate them
whenever possible in my future classroom.
Implementation
I found again that the graphic organizer was highly effective in the
classroom that I am currently in. The students possess the ability to be
responsible for their own education. I find that this method is very
effective at requiring the students to discover and pull the information
from the textbook.
Clarity of Presentation
I was very clear about what I expected in terms of how detailed their
answers needed to be, and I explained the layout of the graphic
organizer and how it pertained to the layout in the text book.
Attention to individual differences
I walked around the classroom to ensure that the students were ontask, I would ask questions as to whether or not they were having any
difficulties. I addressed any difficulties that I found, and clarified any
questions the students were having. I again felt that this graphic
organizer helps many of the students who struggle , and addresses
multiple learning difficulties.
Student response
The students responded to the assignment well, they did not appear to
show any signs that they disliked the idea. The responses given during
the review were all positive, and the majority of the students seemed
to have gathered exactly what I had expected them to out of the
textbook.
Planning and implementation of higher-order thinking skills
When the students filled out the bottom of the graphic organizer the
had to consider the main effects that Reconstruction had on African
Americans, Women, Politics, And Power. In order to do this they had to
summarize the information they had gathered in the first two lessons.
Assessment
I did a review at the end of class to go over the graphic organizer. The
students were called on randomly, and all had very well thought out
answers. I really felt as though they had gained the knowledge from
the lesson/activity that I wanted them to gain.
Special Addition: Area of Improvement
I would like to say that I find this type of lesson/activity highly effective
for students in high school. I am not sure this would necessarily work in
a middle school setting. I would like to become more acquainted with
the various types of graphic organizers and implementation methods.
Data Based Decision Making
N/A