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The Fine Print:
The following comments are owned by whoever posted them.
We are not responsible for them in any way.
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by
cocina
on Friday October 13, @10:31AM
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1. Instructional strategies and activities...is a very important part to keep in mind when giving any type of lecture or lesson. The reason being is that a student who does not have any prior knowledge is incapable of seeing any inconsistancies or flaws in the lecture at hand. If a student has preconceptions or previous knowledge that is either correct or incorrect then the bout to overcome the incorrect knowledge is more powerful than a simple 53 minute lecture. Everyone seems to be stuborn when they have information ingrained in their brain and they have heard something that is inconsistant with that information. To learn something for the first time seems to be easier for both parties rather than disputing the information of the second (or third, fourth...etc)
2. Engage students as members...is also important because no person chooses to be looked down upon or different than anyone else. If the student feels that they are not a part of the community around them, then I believe that they will choose to either remove themselves from the community or become very disgruntled with their peers. If a teacher can motivate and actively involve the entire class, then the class as a whole is experimenting and taking the steps to begin a process of education and learning the lesson.
3. Student exploration...in the science field this should be a given. Many topics in all sciences are very difficult to grasp because of the minute amount of information than they can see through a overhead or through lecture notes. To be able to involve the student in the laboratory and have them observe the realms of science would help any student to put the puzzle pieces together of any lesson, no matter how difficult or small the topic.
4. Lesson encouragement...out of the five would be the least ranked. Yet very important, I understand where the usage of different types of investigation modes are necessary. However, the usage of different styles of anything would gain the attention of most students. If a teacher were to single themselves around a single style of teaching or modes of learning, then by the third week the students would know when to tone out in the classroom and when to pay attention. Again, I do realize the importance of this issue, however any type of mixture in the class and laboratory would be a help to the teacher and the students.
5. Focus and direction...I enjoy while speaking to any of my classes. Giving the students the opportunity to originate their own ideas and come up with their own hypothesis helps make the periods different. Each student in each period will not come up with the same ideas as the period before them. Therefore, if we can facilitate a group of students to soliciate their ideas while in the classroom; any teacher can observe if the lesson plan is taking the turns that they wanted it too, or that the students are really not picking up on the topic as much as they wanted them too.
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by
Coleen
on Thursday October 12, @09:13PM
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I believe that this statement means that teachers should present material in a way that connects previous learning with the present. An example of how this might happen in my classroom is a pre-lab exercise that is turned in before a lab. Another example would be a notebook assignment with questions related to past material or introducing new material.
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by
Coleen
on Thursday October 12, @09:43PM
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2. The lesson was designed to engage students as members of a learning community. I believe that this means that teachers need to hold students responsible for their learning. Teaching is more than a teacher dictating dogma from text. I try to get students to think on their when possible. Biology (my content area) is based on vocabulary and inferring answers from data. An example of how I would engage students in my classroom would be to ask them about the definition of a completely new word that they had never seen before (but they were familiar with the common biology suffix).I try to get students to think beyond what they know by using past knowledge to solve new problems.
3. In this lesson, student exploration preceded formal presentation. I believe that this means that teachers should submerge students in new concepts to get students to think about it before the topic is even introduced. I might use this in my classroom by engaging students in a kinesthetic exercise before lecture/notes. Before my lesson on electrons and different types of bonding, I might have students pretend to be "elements" with tennis balls as "electrons" and explain what the students are doing as they actually transfer or "share" the electron/tennis balls (they will have been introduced to bonding concepts without even knowing it).
4. This lesson encouraged students to seek and value alternative modes of investigation or of problem solving.
I believe that this means that teachers should use different methods to encourage students to look at subject matter in new ways. In a lesson I might have students build 3-D models of subject matter (cells) instead of having students listen to dry lecture.
5. The focus and direction of the lesson was often determined by ideas originating with students.
I believe that this means that teachers should be perceptive to students' specific interests in subject matter and expand on students' inquiry. I might change my direction or add to my lessons after students have shown a particular interest in going above and beyond. For example, I might include the structure of cholesterol and do an in depth comparison of cholesterol and saturated fats because students seemed particularly interested in the health issues associated with these particular organic compounds. I might also provide additional information if the students desire to have it (example: I gave a handout of all 20 amino acids after students asked to know the names and structures of all of them).
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by
Anonymous
on Monday October 23, @12:28AM
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Instructional Strategies
It is important to never assume your students have already covered information in another class. A teacher should try to evaluate the students' prior knowledge. There are many question and answer activities to evaluate students' prior knowledge include prereading activities.
Community
Students should be allowed time to work together and communicate. This can be accomplished in many ways. One way is to allow students to do labs in small groups and then present their findings to the class.
Exploration
Students should be allowed to explore before they are given the answers. Lab would be done before a formal lecture or group discussion.
Alternative Modes
Activities should be set up where the students have options and choices in which route to take in solving a problem or answering a question. This can be accomplished by setting out many (some even unnecessary) materials and allowing students to choose what is needed.
Students Ideas
Sometimes the way a lesson should be approached should be based on the curiosity and interests of the students. Spend more in depth time on the topics students enjoy or are interested in.
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1. The instructional strategies and activities respected students’ prior knowledge and the preconceptions inherent therein.
In this case I believe that the students must be able to access their prior knowledge in order to learn material effectively. In Chemistry it is important to build upon the foundations built in the first few weeks of class. This is important because all the material in Chemistry seems to relate in a variety of ways. I try to use questioning of prior homework/assignments to "jog" the students memory before introducing another topic. One of the "musts" of lectures.. :)
2. This lesson was designed to engage students as members of a learning community.
In this case I think we aresaying that the students must be engaged. Not only as a member of the class, but in an enironment where they feel that they can participate. Students in my classroom(Honors and AP Chem)never seem to have issues telling me if they do not understand, or think I am gonig too fast. Part of that is the kids that I am teaching, however I would also like to think that I am fostering some of these feelings....who knows.
3. In this lesson, student exploration preceded formal presentation.
I am not too sure what is meant by this one. I hink that this is questioning. The ability of the teaching to "feel out" their students to see where they are before jumping into a lesson. Like I said before, I try to test the waters by questioning on prior homework, or other lectures from the last day, or a couple weeks ago. I will then prompt if necessary, or just move on if the information is retained from before.
4. This lesson encouraged students to seek and value alternative modes of investigation or of problem solving.
A lot of this is about questioning. Not only the act of asking questions (which is hard to get used to in its self!) but also HOW you ask the questions. Along with questioning this also addresses different learning styles. Inthis case there are many ways that students can research material, or also learn a specific subject. In the classroom where I am teaching the students have ample opportunity to learn in their own way. We encourage extra practice in areas as well as research on scientists whenever the students want. We have a grading catergory called IA points. These points are for work "above and beyond" what is assigned in class. The students object to this at first, but we end up having some amazing research by the end of the semester.
5. The focus and direction of the lesson was often determined by ideas originating with students.
Again...questioning. In this case the students can lead the discussion if you hava a flexible lesson. At many points in lecture (if you question effectively) the students lead into main points by their questions. At the begining of student teaching I lived by my lesson plans. I would not stray from them unless God himself told me to....didn't happen. Now, however, I have learned to sidestep into other areas when necessary, and also allow the students to lead the discussion instead of me working all the time ;) _ _
| \______/ \__ Robert M.Cureton
| USAF \_| C/Lt Col,AFROTC
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