Beruflich Dokumente
Kultur Dokumente
Gabby Sorkine
PPE 310
Mary Dean
3/20/2015
ACTIVE LESSON
2
Reflection
The active lesson taught involved students having to use language arts concepts such as
alphabetizing, vocabulary, and following directions. The physical activity movements included
those of jumping, walking, and balancing. Upon entering the classroom students were instantly
engaged and curious on what the lesson would be about when viewing the long tape line across
the floor. Students continued on with their daily prompts which is one of the things I would have
done differently in the future. The students were so intrigued about the tape line, I would have
wanted to have their morning prompt be making a prediction about what they thought we would
be using the tape line for. This would have be a great opener for the lesson, as well as gotten their
minds on track thinking. Another thing I would change would have been to label the ends of the
tape line with A and Z so that the students knew which was the start of the line and which was
the finish. During the lesson, many things went well, with one major one being the students
following direction the first time asked. Students all participated and did not talk when standing
and organizing themselves in line. This was good to see because if students were to talk it would
ruin the entire point of the silent dictionary lesson with the use of individual and group work.
Feedback from my mentor teacher was provided during the lesson with constant smiles as well
as after the lesson with comments of wanting to steal the lesson idea for other subjects to review
vocabulary with them. She suggested harder workers next time as well as being more firm with
participation in all students.
Teacher movement was a major factor in this lesson. It was extremely important to be close to
the students to act as a referee for them to ensure they did not step off the line or talk. By
walking around the classroom, it engages students during all points of the lesson as well as holds
ACTIVE LESSON
3
them accountable for behavior and work. A silence presence is a constant reminder for students
of what they should be doing and expectations. This is one way to manage the students behavior
without drawing attention. When giving directions or watching the students review, the use of
their names extremely important. When students are out of their seats, the use of names it is
important so that students can acknowledge corrections or positive remarks and take in the
information. This holds the students all accountable for their own learning. This practice went
hand in hand with that of response latency. Students were eager to begin and actually when
waited until I was done talking to begin. Some of the students are self-motivated but others often
need step by step instruction with phrase.
ACTIVE LESSON
4
Standard:
Standard one: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Objective (Explicit):
SWBAT alphabetize
SWBAT balance
SWBAT work on a team
Key vocabulary: Destruction, Dormant,
Materials: Tape, notecards, ACTION
Eruption, Flood, Frost, Hardships, Mount Scholastic Text.
Tambara, Spewing, Sumbawa.
Opening (state objectives, connect to previous learning, and make relevant to real
life)
Teacher will hand students a notecard with a word on one side and definition on the other side.
When prompted, students will go around the room, stand up, say their word aloud for everyone
to hear, and then jump out the syllables. This will get the students blood flowing.
Inst Teacher Will: Teacher will place a
Student Will: Students will stand on the
ructi long piece of tape on the floor
tape line with their notecard facing out for
onal across the classroom. This tape will others to see. They will then without
Inpu act as a line or page in the
talking, have to move themselves around
t
dictionary in which students will
each other in order to be in alphabetical
have to organize themselves.
order such as a dictionary page, but
Teacher will explain directions to
having to keep one foot on the line at all
students. Teacher will demonstrate times. This will test students balance and
how the activity will look.
team work while actively moving around
the classroom.
Co-Teaching Strategy- one teach, one observe
Differentiation Strategies- Teacher will re arrange the desk accordingly to
insure there is nothing in the way for students to trip on or get hurt. One
student is paralyzed on one side of his body so the other students may
maneuver around him more often than him moving down the line.
ACTIVE LESSON
5
Guid
ed
Prac
tice
Teacher Will:
Student Will: Students will return to their
Teacher will instruct students to go seats and work independently on their
back to their seats. At this time
vocabulary words.
teacher will collect the vocab
notecards. Teacher will instruct
students to take out a piece of
paper and begin to work with their
vocabulary words forming
sentences using the words from the
activity.
ACTIVE LESSON
6
Criteria
Integration of
physical
activity
Standards and
Objectives
(S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials
(A&M)
Teacher Content
Knowledge
(TCK)
Exemplary (5)
Instructional plans include:
Score: x1
Proficient (3)
Instructional plans include:
Instruc
ACTIVE LESSON
7
Modeling by the teacher to
demonstrate his or her
performance expectations.
Safety issues for integrating
physical activity are well thought
out and described in the lesson as
well as demonstrated in the Video
Classroom management techniques
are clearly defined and
demonstrated in the Video
Instructional plan include: (IP)
o Evidence that plan is
appropriate for the age,
knowledge, and interests of
all learners and;
o Evidence that the plan
provides regular
opportunities to
accommodate individual
student needs...to include
one modification to
accommodate students with
cognitive disabilities and
one for students with
physical disabilities
Teacher creates learning
opportunities where all students can
experience success. (Exp-TAP)
The classroom is arranged to
promote individual and group
learning. (Env-TAP)
o
Modifications
for safety &
classroom
management
and for
children with
special needs
Expectations
(Exp)
Environment
(Env)
Instructional
Plans (IP)
SCORE: x1
Video of
Presenting
Instructional
Content
SCORE: x1
Video p
ACTIVE LESSON
8
Self-reflection
SCORE: x1