Katie Parker

EDUG 511
PRQ 6

How do I define the purpose/value of lesson activities, strategies, and

materials? (Use references from our readings, TPEs, and class
discussions. Include at least one or two theories or theorists)
As I reflect on the lessons taught in my math class, I remember
thinking one question: When am I going to use this? I knew it had to
be important or I would not be learning it, but I could not see when I
would ever use it in the future. As I think about my future students, I do
not want them to as themselves when am I going to use this? I want
them to know exactly why they are learning I define the purpose/value
of my lesson activities, strategies, and materials as three things: how
engaged the students were in the lesson, how well the activities and
materials used connect to my lesson, and how successful the students
were in making progress towards mastering the concept taught.
TPE 5 gives teacher candidates great suggestions for engaging
students. When a teacher ensures the active and equitable
participation of all students (Commission on Teacher Credentialing
(CTC), 2013), they ensure that all students are engaged in the lesson
at all times. They notice when a student or group of students is not
engaged and works to find out why. They then use strategies to reengage them (CTC, 2013). TPE 5.7 says that candidates need to
provide students the opportunity to practice what they learn and apply
it to real life situations. According to the article The Philosophy of John
Dewey, an ounce of experience is better than a ton of theory simply
because it is only in experience that any theory has viable and

verifiable significance (Dewey, p 499). In other words, experience

helps us make sense of the theories we learn and gives the theory
meaning. When students apply what they are taught to real life
situations, they are more likely to remember it. Burden and Byrd
(2013) define student engagement as active student involvement on
learning tasks that are meaningful, relevant, and motivating to the
student (Burden and Byrd, p. 186).
Making activities relevant, meaningful, and motivating is also a
great way to make sure that they connect to your lesson. The activities
a teacher chooses should allow students to practice what has been
taught. They should allow students to apply what they have learned
and prove that they are making strides towards meeting the standards.
According to Burden and Byrd (2013), teachers should provide a
supportive learning environment as well as give students opportunities
to concentrate on tasks. When students feel supported in their
learning, they are more likely to succeed.
How successful the students were in making progress towards
mastering the concept taught will help the teacher determine if they
need to review the concept. There are many ways to assess student
progress towards mastering the concept. The most common way is
through formative and summative assessments, but teachers can also
use informal assessments such as presentations, skits, and other forms
of oral assessments. TPE benchmark 3.1 states, Candidates

understand and use a variety of informal and formal, as well as

formative and summative assessments, at varying levels of cognitive
demand to determine students progress and plan instruction (CTC,
2013). This means that the pre-service teacher knows a variety of
assessments that can be used to assess student progress in mastering
the concept and what they assess. They know which students need
which kind of assessment and how to interpret the results of the
assessment. They are then able to look at the results of the
assessments and determine who needs a more in depth review of the
concept. A good teacher makes sure there is a purpose behind each
assessment. When a majority of the students have made sufficient
progress in mastering the concept, I will know that the activities,
strategies, and materials used in the lesson were valuable and useful.
The value and purpose of lesson activities, strategies, and
materials is determined by multiple things, but I determine this by how
engaged students are, well the activities and materials used connect to
my lesson, and how successful the students were in making progress
towards mastering the concept taught. Engagement is determined by
making sure that the students are constantly interacting with the
concept being taught. How well the activities and materials used
connected to my lesson is determined by ensuring the activities help
the students make progress towards mastering the concept. How
successful students were in making progress towards mastering the

concept taught is determined by using both formal and informal

assessments.

Bibliography
Burden, P.R., & Byrd, D.M. (2013). Methods for effective
teaching: Meeting the needs of all students (6th ed.). Upper
Saddle River, NJ: Pearson Education, Inc.
Commission on Teacher Credentialing. (2013). California teaching
performance expectations. Retrieved from
http://www.ctc.ca.gov/educator-prep/TPA-files/TPEs-FullVersion.pdf
Dewey, J. (1973). The philosophy of John Dewey. (Vol. II, pp. 494506). New York, NY: Capricorn Books.