Beruflich Dokumente
Kultur Dokumente
Katelyn Cool
Spring 2016
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work in pairs sometimes their neighbor, sometimes they can pick.
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and believes it is actually an advantage and also relates back to the way his classroom and
seating chart is set up. For the most part he tries to put a less proficient student next to a more
proficient/advanced student so that they can collaborate and receive help from their peers
rather than having all of the advanced kids excelling together and the less proficient kids
struggling together. He also sees it as an advantage because in Geography, they learn a lot of
different languages/third-world countries and maybe some of the lower-level kids might
know more about that and can bring their own experiences into the classroom.
I think lot of the kids in this class are really interested in sports because all of the
times Ive been there, a lot of them are wearing stuff representing their favorite teams, and
Mr. Poduska shames everyone who has anything that has to do with the Patriots (which
seems to be an ongoing joke in the room). As far as demographics go, this class is mostly
white, but there is one Hispanic ELL learner who periodically has another teacher with him
to help him read/translate, and there is one African-American girl. He also has two life-skills
kids with paraprofessionals, and they just kind of come and go and do their own thing, but
both really seem to love coming to this class.
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on right on now is a group presentation on a given country- each student is responsible for x
amount of slides in their group, and they are graded individually based on their quantity and
quality of information and on their presenting skills. These are all mostly summative
assessments, used at the end of a major unit to test how much they learned about different
regions, but Mr. Poduska also gives them smaller, weekly assignments to check for
understanding as they continue on throughout each unit.
In regards to instructional strategies, Mr. Poduska rarely lectures and mostly just
gives all of his students individual work, or group work. He lectures at the beginning of each
new unit, and then he just gives them various practice assignments to prepare them for
assessment.
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career areas interest him, he responded that he hopes to be an Olympic gymnast someday.
The most important thing in his life is his family, and if he could change anything in the
world he would make every person healthy and come up with a cure for cancer.
The second student, is a female, Asian and African-American, sixth grader. She
enjoys the freedoms and better lunches that middle school has to offer, but she also thinks
certain classes can be long, boring, or difficult. In her opinion, a good teacher is kind, shows
their students that they care, helps those who dont understand, are stern but not mean, and
are never dull or boring. She is also a competitive gymnast and is involved in the choir. In
three years, she sees herself as an elite gymnast, attending Rocky Mountain High School
while looking into college at the University of Utah, Georgia State, or UCLA, and she one
day hopes to become a lawyer. The most important things in her life are her family, her sport,
God, and her friends. If she could change anything in the world, she would feed the hungry.
Both of these students taught me that even though theres many perks to being in
middle school as opposed to elementary, its still a difficult, confusing time for most people,
and that its important to find things you enjoy or things you care about to help you through
it.
In terms of being a teacher, both of these interviews showed me that students really
do pick up on everything the teacher does. They really pushed that idea of emotional
consistency, and helped me realize that my mood might not only effect their perception of my
class but their perception of school altogether. They also taught me to always be fair, and
make connections with my future students but never play favorites (especially with grades).
They both also gave me the advice to be laid-back, but not too laid-back and strict, but not
too strict expanding on the Warm-Strict technique in Teach Like A Champion.
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This experience helped me realize that interviews are really powerful. You may think
you know a lot about someone, but once you can actually talk with him or her on a one on
one basis you can learn that there is so much more to that student than you ever would have
thought. I think this is beneficial when it comes to grades. For example, maybe one student
fails every test or assignment and you think their just incapable or dont have the knowledge,
but then if you sit down and talk to them maybe you would learn that they just need different
accommodations like extra reading/writing time. Or maybe you have that one kid who is
always goofing off or acting out and you think theyre just an annoying person, but if you can
sit down and interview them, youll find out that they have no real parents/guardians at
home and their only time to have fun and be a kid is at school. This idea also goes back to
parent-teacher conferences; while a lot of parents might not show up, you can learn a lot
about your students from those whose parents do come.
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Concepts and Skills Students MasterHuman and physical systems vary and interact
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
Who decides what a region is?
2. I can.
This means
List of Assessments: (Write the number of the learning target associated with each assessment)
Learning Target #1.
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Learning Target #2.
To encompass both learning targets, students will be completing a worksheet to show that
are obtaining the right information, and then to prove they can synthesize that
information they will be completing either a poster or brochure describing Argentina
through words or pictures, and they will also complete L section of their KWLs,
showing what they have learned for their ticket out the door
p
Planned Lesson Activities
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Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
Procedures
Questioning strategies
Guided/unguided:
o Whole-class practice
o Group practice
o Individual practice
Check for understanding
Other
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activity to communicate the next step (Modeling,
Check for Understanding). 9:29-9:30
6. Have students get up and grab their blue
textbooks sit back down quickly and quietly.
9:30-9:31
7. Popcorn read chapter 11, section 3 - pages 245248 (Guided, Whole-Class Practice). 9:31-9:37
8. Pass out worksheets.
9. Have students work on worksheet, with those
around them or individually (Guided,
Individual/Group Practice) until 9:55ish.
10. Provide instructions and go through rubric for
brochure/poster activity (Teacher Input,
Modeling).
11. Work time for the rest of class alone, but can
visit with those around them whatever they
dont finish is homework (Guided, Individual
Practice). 10:00-10:30
12. Closure- have them clean up, put books away,
straighten desks, complete ticket out the door
and turn in before leaving (Guided, Individual
Practice, Check for Understanding). 10:3010:37
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students
bring things together in their own minds, to make
sense out of what has just been taught. Any
Questions? No. OK, lets move on is not closure.
Closure is used:
To cue students to the fact that they have arrived
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at an important point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your students in
thinking during CLOSURE?
Differentiation:
Assessment
How will you know if students met the learning
targets?
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Write a description of what you were looking for
in each assessment.
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teaching on a black day, which meant I had the class with a lot more
behavioral issues. It went a lot better than I was expecting- everything
went smoothly, I was able to accomplish pretty much everything in my
plans, and it seemed like the students really enjoyed the activities I
provided. The only downfall was the three troublemakers; they kind of
slowed us down, and made me less confident, and distracted some of the
other students as well.
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of their teachers, and there were expectations in place for them to respect
me. Still, I was worried that they would walk all over me, and it was for no
reason because they treated me just as they would Mr. Poduska or any of
their other teachers. I think this is common in most student teachers and I
think it will definitely fade with more time and practice, so this is a big
element I will work on to improve my next field experience next semester.
Another thing I learned about myself is that its really hard for me to force
things that arent real. I had a bunch of strategies/phrases from Teach Like
a Champion I was going to do/say, but in the actual classroom I couldnt
because they seemed really scripted and they just werent me, but Im
proud that I was able to recognize that and put my own twist on things
and stay true to myself. So with that I would say my biggest strength as
an educator is the fact that I try to stay genuine and let my personality
shine through.
Classroom Management:
In terms of classroom management, I think I did okay. Towards the
beginning of my formal lesson, I did a good job of calling off-task kids out
and getting them back on track and keeping a close eye on them, but
towards the end, those same kids were really messing around and
distracting other students, but I didnt really want to step in because I was
kind of intimidated and I kind of just gave up- which I realize is really bad,
so that would definitely be one thing I will work to improve for my
experience in 450; I need to set my expectations from the get-go like I
Colorado State University College of Health and Human Sciences
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did, but I also need to follow through with them and hold my ground no
matter how hard students try to test the limits.
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Excavate Error
I think Plan for Error/Culture of Error together really help set high expectations because Mr. Poduska is always
prepared on how to help students when they come across errors- which helps students realize that errors are normal,
that theyre expected, and that theyre an important/valuable piece un the learning process when they overcome them
Ive seen this in action when one student, no matter what, was like I
dont know/I cant find the answer so finally Mr. Poduska asked the
whole class if they could tell him where to find the answer
Mr. Poduska does this when someone answers correctly- he always
begs the question and asks for further examination
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Stretch It
Format Matters
Without Apology
I think the Right is Right technique maintains high expectations in Mr. Poduskas class because it lets students know
that he expects so much more than just surface level answers and he wants to know the how/why. Without Apology
also helps maintain high expectations because it shows the students that every assignment he gives has a reason
behind it, and that cant cop-out just because something is difficult/boring/etc.
Post It
Double Plan
I havent seen this technique like actively in action, but Mr. Poduska
always gives Stephanie and I advice on how he does this and why its
a good skill and why its beneficial.
Mr. Poduskas objectives are pretty good, be really only embody 2 of
the 4 Ms. He could work on the measurable factor by
implementing a routine of doing exit tickets, and he could work on the
made first aspect by introducing objectives first before activities.
Mr. Poduska does post his lesson objectives, but he could work on
doing more consistently by making sure its the right one that
corresponds to the current lesson/unit
Mr. Poduska is really good at doing this- He always knows whose
supposed to be doing what all the time, and he always has a back-up
plan.
I think Begin with the End definitely helps Mr. Poduskas teaching because he always knows why
hes doing what hes doing and can tell you exactly how each lesson/activity helps his students
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reach the end goal. Double Plan also helps because he always knows what each student should be
doing and always has a back-up plan if students get done early, or if the lesson just fails altogether.
Engineering Efficiency
Strategic Investment
Do It Again
One thing I like about STAR/SLANT is that it provides clear instructions/expectations on how you want your
students to behave at all times, but I also dislike it because it can seem really robotic and maybe remedial to some
students who already know how they should act. Something I like about Engineering Efficiency is the fact that it
helps the class move smoothly/quickly because students know exactly what to do/how to do it. The only downfall I
can think of is that no matter what, there will always be a few stragglers.
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Precise Praise
Warm/Strict
Emotional Constancy
Joy Factor
In regards to Emotional Constancy, one student was just making a lot of rude remarks to Mr. Poduska throughout the
whole class, just trying to get a reaction out of him, but after Mr. Poduska remained emotionally constant for a
while, the student just eventually gave up and got back to work.