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The teacher candidate taught a unit on plant and animal cells to 5th grade students. Formative assessments were used to inform instruction and identify misconceptions. Students developed conceptual understanding through engaging lessons based on the 5E learning model. While most students achieved the goals of the unit, some needed extra support like differentiated scripts and technology guides. There was evidence that students enjoyed hands-on tasks and the classroom culture honored inquiry. In the future, the teacher would use the same effective strategies, tools, and assessments since they supported student learning.
The teacher candidate taught a unit on plant and animal cells to 5th grade students. Formative assessments were used to inform instruction and identify misconceptions. Students developed conceptual understanding through engaging lessons based on the 5E learning model. While most students achieved the goals of the unit, some needed extra support like differentiated scripts and technology guides. There was evidence that students enjoyed hands-on tasks and the classroom culture honored inquiry. In the future, the teacher would use the same effective strategies, tools, and assessments since they supported student learning.
The teacher candidate taught a unit on plant and animal cells to 5th grade students. Formative assessments were used to inform instruction and identify misconceptions. Students developed conceptual understanding through engaging lessons based on the 5E learning model. While most students achieved the goals of the unit, some needed extra support like differentiated scripts and technology guides. There was evidence that students enjoyed hands-on tasks and the classroom culture honored inquiry. In the future, the teacher would use the same effective strategies, tools, and assessments since they supported student learning.
Teacher Candidate for Science Endorsement: Alana Davis
Instructor: Dawn Hudson & Wes McCoy School: Mableton ES
Grade: 5th Grade
Unit Topic: Animal and Plant Cells
Write a 1-2 page summary of your experiences teaching this unit, addressing the following questions:
How well were the units student performance objectives
attained? Were there opportunities for the students to develop conceptual understanding through engaging in the learning cycle (5Es)?
How did you use formative assessments to inform instructional
decisions during the unit?
Were the lessons/tasks scientifically worthwhile for all students?
Were there students that had difficulty achieving the goals of the unit?
Was there evidence of a classroom culture that honors inquiry,
wrong answers, personal challenge, collaboration, and disequilibrium as opportunities for new learning by all students?
When you have the opportunity to re-teach this unit, what will you do differently (strategies, teaching tools, assessments, etc.) to improve student learning for all students?
Use this page as a cover sheet for your summary.
This unit was another collaboration with the Gifted teacher at my
school. My students are average to above ability level that were put together so that I could extend their learning with problem-based learning and STEM topics when applicable. This unit provided that opportunity and my students exceeded our expectations. The students were able to develop conceptual understanding because of the 5 E learning cycle that was used to teach the standards in this unit. A pre-assessment probe was used at the beginning of the unit to determine any misconceptions that my students had. This, in turn, helped me to inform my instruction as to where I could let me students be self-directed and where the needed more instruction directly. My instructional strategies provided my students the chance to use their creativity and develop foundational knowledge of plant and animal cells. I cannot say enough about the summative assessment that the students created themselves. The tasks proved to be the most imaginative on the students part, and they really were able to apply their learning to an abstract concept. The students took the summative assessment in a direction in which they completely selfdirected the task from choosing the analogy to writing and creating the iMovie themselves. The students that had difficulty with this activity were given differentiated scripts and access to a technology cheat sheet to help with video creation. There was definite evidence that the students LOVED this unit and all of the hands-on tasks associated with it. When I teach this unit again I will use the same strategies, teaching tools, and assessments because I was able to see the growth and gains that my students obtained. The instructional strategies and tasks within the unit were exactly what my students needed to gain the knowledge and meet the standards addressed in this unit.