https://padlet.com/aliebhart/fr5fednk2lbb en-us 2017-12-04 00:25:12 UTC 2017-12-04 00:57:01 UTC hello@padlet.com aliebhart https://padlet.com/aliebhart/fr5fednk2lbb/wish/212678636 #15 The classrooms are dominated more by student than teacher questions.

I found this as a weakness in this particular lesson plan because there are quite a few teacher questions listed throughout the lesson plan to ask the students. However, there was only one time in the lesson where the teacher walks around to answer any questions that the students might have. There is a lot going on in this lesson and only a little section for students’ questions which seems to be not enough for the whole lesson. Students should feel like they can ask questions throughout lessons.  


]]> 2017-12-04 00:41:18 UTC https://padlet.com/aliebhart/fr5fednk2lbb/wish/212678636 aliebhart https://padlet.com/aliebhart/fr5fednk2lbb/wish/212678816 #25 Teachers understand how learning is based on students needing multiple learning strategies to achieve surface and deep understanding.

I found this as a weakness in this particular lesson plan because I feel like I did not see where students remain in a constant state of being motivated with the four-stage model of motivation. The students need to see a gap between what he or she knows now and the intended learning. I feel like that stage gets touched on slightly when going through the understandings part of the lesson. However, stage two, goal-setting, was not seen in the lesson plan where the student frames a goal and works out a plan to approach the goal. Then, after the students have the goals set then they search for strategies with which to move them closer to the intention. I feel like there was none of that within the lesson plan. 


]]> 2017-12-04 00:42:35 UTC https://padlet.com/aliebhart/fr5fednk2lbb/wish/212678816 aliebhart https://padlet.com/aliebhart/fr5fednk2lbb/wish/212678921 #28 Teachers are able to teach multiple ways of knowing and multiple ways of interacting, and provide multiple opportunities for practice.

I found this as a weakness in this particular lesson plan because I only saw one way to show an understanding for each concept. There was only one way of showing their understanding of orbits of the Earth and Moon by acting it out. This was the only way for the students to interact with this certain concept. Same way with the students only using a flashlight and two spheres to recreate an eclipse, and no other way of showing this. 

]]> 2017-12-04 00:43:22 UTC https://padlet.com/aliebhart/fr5fednk2lbb/wish/212678921 aliebhart https://padlet.com/aliebhart/fr5fednk2lbb/wish/212679023 #35 Teachers are aware of the importance of praise, but do not mix praise with feedback information.

 I found this as a possible weakness in this particular lesson plan because it is hard to dictate if this is a “true” form of feedback from just a lesson plan format; however, I feel like there is a lot of time for the teacher to walk around and give praise and feedback, and praise can easily get mixed in with feedback information. Since this lesson has a lot of physical movement, it might be more of a tendency to give praise with feedback information. 

]]> 2017-12-04 00:44:11 UTC https://padlet.com/aliebhart/fr5fednk2lbb/wish/212679023 aliebhart https://padlet.com/aliebhart/fr5fednk2lbb/wish/212679260 #15 The classrooms are dominated more by student than teacher questions.

The lesson can be improved within this area by allowing more time throughout the lesson for students to ask questions, instead of one time. Also, make it where all students can hear the questions. This way they do not repeat the same questions over and over, and it also gives the students a chance to answer each other’s questions. 


]]> 2017-12-04 00:46:03 UTC https://padlet.com/aliebhart/fr5fednk2lbb/wish/212679260 aliebhart https://padlet.com/aliebhart/fr5fednk2lbb/wish/212679375 I feel like this lesson plan would be placed into Quadrant C. I chose Quadrant C because students are acting out and forming diagrams. It would be like them creating a science project to illustrate a science concept. I feel like this makes the rigor higher but the relevance lower.


 


]]> 2017-12-04 00:46:57 UTC https://padlet.com/aliebhart/fr5fednk2lbb/wish/212679375 aliebhart https://padlet.com/aliebhart/fr5fednk2lbb/wish/212679555 #25 Teachers understand how learning is based on students needing multiple learning strategies to achieve surface and deep understanding.

The lesson can be improved within this area by going off of the four-stage model on page 107 in our textbook. Have the students make a goal and work out a plan to approach the goal. Then, when the students have goals and planning, they can then search for strategies with which to move closer to the intention. Finally, the students will examine whether they closed the gap to be successful and move on.


]]> 2017-12-04 00:48:37 UTC https://padlet.com/aliebhart/fr5fednk2lbb/wish/212679555 aliebhart https://padlet.com/aliebhart/fr5fednk2lbb/wish/212680351 1.      The students could make a film of them demonstrating the different concepts, and then go to a different class and teach them about these Science concepts. I feel like this would move the lesson into a Quadrant D because the students will be teaching other students about what they know about the concepts, and that is high in rigor and relevance. Also, they are doing this by making a film, which we read about in our textbook during this class. 

]]> 2017-12-04 00:55:23 UTC https://padlet.com/aliebhart/fr5fednk2lbb/wish/212680351