Redo for 3rd Reflection for IPT 301

The lesson I observed was an interactive writing lesson. The lesson objective was for the students as a class to come up with a topic and sentence to write. It had to be something they all experienced together. Her strategy for teaching it was to do a guided learning lesson. It was supposed to be a review of what they had learned all year about writing sentences. She didn’t give them the topic to write on, but let them discuss among themselves what they would like to write on. As a class they decided they should pick three or four topics and then vote on which one to teach. During this part she simply asked questions to help get them thinking and would stand by students who were following the rule of five and contributing to the discussion. She was running a democratic classroom where she let the students be involved in their learning and actively participate in the lesson.

Once the students had picked a topic and decided on a sentence she stepped in to call on students to come up and write a word in the sentence. She helps the students remember the sentence they decided on, but won’t tell them what word they are supposed to write. She didn’t remind the first student that he should write the date. The student simply went up and did it first. Once the entire sentence was written she asked the students if it was all correct or did things need to be fixed. She once again didn’t tell them what needed to be fixed, but let them first say what they saw needed to be fixed, and let them come up a fix it. If they missed something then she would ask questions that guided them to it. After the sentence was correctly written students read the sentence out loud together.

All most all of the students were actively engaged in the lesson. The few who weren’t started participating would start participating when Mrs. McTeer came and stood by them, or called on them to come write a word. They seemed to enjoy coming up with the sentence and all followed the rule of five and raised their hands to speak. They had a ball to toss to the student speaking and only the student holding the ball could speak. Everyone followed this rule, although some impatiently waved their arms in the air for the student speaking to toss them the ball.

Principles of learning were effectively administered. Mrs. McTeer stated the lesson objective to the students before they began on the lesson. All students followed the behavior expectations that were set forth at the beginning of the lesson. She knew they would learn better by being able to participate so she planned her lesson around letting as many of them participate as possible. Finally she guided them through the lesson without them really even knowing it. Everything she wanted done in this lesson was accomplished.

The principles of teaching I noticed in this lesson were effectively administered. Some of the principles I noticed that she used well were first proximity to the students, withitness, and group alerting. The second two principles come from Kounins principles of teaching. When students weren’t participating or being a distraction to others, she would stand near them and let them know that she was there. This usually got most students to stop what they were doing and to pay attention. This was a guided learning lesson so she wasn’t doing all the teaching, but she was still attentive to how when the students needed help and how to guide them. She was also alert of the entire class and what they were doing during the lesson. If they were struggling she knew to ask them guiding questions or it they were distracting others she would come stand near to them, while still paying attention to the student who was writing.

The way she teaching as compared to my teaching is she does a lot of guided learning or discovery learning lessons, where I’m still do a lot of direct lessons. You can tell when she teaches that she is a lot more confident in what she is doing and knowing the information she is teaching to the students. Even though she knows the answers to most questions, she won’t automatically give the student the answer, instead she will post questions to help them think or ask other students if they can help answer the question. I sometimes will try to have other students answer the questions, but also do more me answering it instead of letting the students critically think about it.

ITP301

1. A ___________ ___________ is whent a person faces a conflict with a postive alternative or a potentially unhealthy alternative.

2. Many children today live in _______________ families where half siblings and step siblings can move in and out of their lives.

3. Classroom rules that students have to follow like no running in the hall way are ________ _________.



Anwers: 1:developmental crisis 2: blended 3. social conventions

IPT 301 Third Reflection

The lesson I observed was an interactive writing lesson. The lesson objective was for the students as a class to come up with a topic and sentence to write. It had to be something they all experienced together. Her strategy for teaching it was to do a guided learning lesson. It was supposed to be a review of what they had learned all year about writing sentences. She didn’t give them the topic to write on, but let them discuss among themselves what they would like to write on. As a class they decided they should pick three or four topics and then vote on which one to teach. During this part she simply asked questions to help get them thinking and would stand by students who were following the rule of five and contributing to the discussion. She was running a democratic classroom where she let the students be involved in their learning and actively participate in the lesson.

Once the students had picked a topic and decided on a sentence she stepped in to call on students to come up and write a word in the sentence. She helps the students remember the sentence they decided on, but won’t tell them what word they are supposed to write. She didn’t remind the first student that he should write the date. The student simply went up and did it first. Once the entire sentence was written she asked the students if it was all correct or did things need to be fixed. She once again didn’t tell them what needed to be fixed, but let them first say what they saw needed to be fixed, and let them come up a fix it. If they missed something then she would ask questions that guided them to it. After the sentence was correctly written students read the sentence out loud together.

All most all of the students were actively engaged in the lesson. The few who weren’t started participating would start participating when Mrs. McTeer came and stood by them, or called on them to come write a word. They seemed to enjoy coming up with the sentence and all followed the rule of five and raised their hands to speak. They had a ball to toss to the student speaking and only the student holding the ball could speak. Everyone followed this rule, although some impatiently waved their arms in the air for the student speaking to toss them the ball.

Principles of learning were effectively administered. Mrs. McTeer stated the lesson objective to the students before they began on the lesson. All students followed the behavior expectations that were set forth at the beginning of the lesson. She knew they would learn better by being able to participate so she planned her lesson around letting as many of them participate as possible. Finally she guided them through the lesson without them really even knowing it. Everything she wanted done in this lesson was accomplished.

IPT 301 Quiz Questions

1. Motivation is an external state the arouses, directs, and maintains behavior.
2. Getting 50 dollars for getting an A in the class is an extrinsic motivation.
3. The promise of an A in this class is an incentive to us.
4. If a student does well in the class their anxiety may increase.
5. Task involved learners aren't worried about how their performance measures up compared to other in their class.

1. F 2. T 3. T 4. F 5. T

IPT 301 In Class Teaching Reflection

Alesha Abrahamson
In Class Teaching Reflection
IP&T 301
Overall I think Hailey Packs and my teaching experience went pretty well. The entire time we were teaching I was worried about the time and leaving enough time for the other group to present. One of the strengths from our lesson was that we were well prepared and organized. We had made a graphic organizer worksheet for the class to use as we were teaching, we had a power point with the definitions and key quotes or ideas we wanted to make sure we talked about, and we each had an outline with who was teaching what and what was to be taught.
One of the weaknesses from my teaching experience was it don’t think I fully understood the difference between anchored learning and problem based learning so I wasn’t able to explain it very well to the class. Many of them were confused by the difference between the two. I think showing the Jasper Video helped some, but still left others unsure. I had to answer a few questions about anchored learning and I wasn’t sure if I was answering them correctly.
If I could go back and do it again I would make sure we planned more before teaching about how anchored learning and problem based learning are different. I would have liked to have made a chart that shows the similarities and differences between the two. This might have helped everyone understand it better. I also would have changed the assessment at the end. It might have been better for the students to play the games in groups instead of a whole class and to put the words on color not white paper, so they can’t see through it.
In my teaching I tried to incorporate into my teaching the knowledge that not all students learn the same way. Some like visuals, like the PowerPoint, where other do fine from simply be told, others need examples like the Jasper video or games we played, and finally some like to work in groups to learn best so some of the activities we did involved working in groups.

IPT301 Quiz Answers

1:B 2:D 3:A 4:E 5:C

Quiz Questions for IP and T 301

1. A child is learning a new behavior and they are reinforced for every correct response. What type of schedule is this.
A. ratio schedule
B. continuous reinforcement schedule
C. interval schedule
D. intermittent reinforcement schedule

2. If a teacher blows a whistle right before recess is to end and to remind the students to walk to line, the teacher just provided a ____ for the students?
A. prompt
B. stimulus control
C. cue
D. extinction

3. When a teacher deals effectively with a rul breaker, the iedea of breaking this rule may be inhibited for the other students watching this. This is an example of?
A. ripple effect
B. modeling
C. self-management
D. self-efficacy

Answers 1:B 2:C 3:A

IPandT 301 Quiz 2 Questions

1. The ability to apply culturally approved problem solving methods is?
A. Fulid Intelligence
B. Emotional Intelliegence
C. Crystalized Intelligence
D. Automaticity

2. What type of knowledge is more likely to be learned during everyday life than through formal schooling?
A. Practical Knowledge
B. Tactic Knowledge
C. Learned Knowledge
D. Insight

3. What are behavioral objectives?
A. Intended learning outcomes.
B. Objectives ought to describe what students will be doing when demonstrating their achievement ahd how teachers will know they are doing it.
C. Instructional objectives stated in terms of higher-level thinking operations
D. As a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version.

Answers: 1:C 2:B 3:B

IP and T 301 First Reflection

Learning to Make Calzones
For my task I chose to make Calzones. A calzone is basically a stuffed pizza, but the toppings are in the inside and the pizza dough or crust is on the outside. I was trying to learn to make Calzones from scratch. This included making my own pizza crust dough, my own sauce, and then preparing and cutting the toppings I was going to put in it.
In my family we all love eating Calzones. I had never made them before, but saw my mom make them. Since I loved them so much I decided it was time I learned. I first called my mom and got the recipe from her. She explained it to me in detail and gave me some tips on how to roll out the dough and how the sauce should be made more to my individual taste than following the recipe. I then went shopping for all the ingredients I would need. I decided to make my first calzones Sunday for myself and a few friends. I thought I would be able to make them from following the recipe and then calling my mom if I needed additional help.
I spent most of Sunday afternoon making the dough and letting it rise. Once the dough had risen enough, I made the sauce and started cooking it. I then prepared the pineapple, ham, sausage, cheese, and olives that would go inside the calzone. Now I started rolling out the dough. I called my mom to get advice on this and she said this would be the tricky part. You didn’t want to use too much flour, and you had to roll the dough pretty thin, but not to thin that it would rip when you folded them. I struggled with rolling out the dough and had to practice it a few times before I got a calzone that I thought would work.
Basically my first attempt at making calzones failed. I didn’t make the dough right or didn’t roll it out enough because the calzones were really puffy and were not able to cook fully. Since there was so much dough, the tops and bottoms were burnt, but the insides were still doughy. My friends said the sauce and ingredients inside tasted well. I needed to work on the dough though. I was glad that the sauce turned out well, but very disappointed that the dough or crust hadn’t turned out. Since the crust wasn’t good it kind of ruined the whole calzone. I felt like I had wasted my time and money on this dinner because it was ruined in the end. I was about to give up here when I decided to try making them one more time.
After one failed attempt, I called my great aunt who lives nearby and asked her to show me how to make them. She is the one who taught my mom to make them. I knew that I needed someone to walk me through how to make them if I was going to learn to make them successfully. On Tuesday night she came over to my apartment and helped me make the dough this time and roll out the dough. This time the calzones turned out really well. Not only did I learn that I was using too much flour and I needed to roll my dough thinner, but that my oven cooks things to fast and needed to be turned down.
I discovered that I learn best when I have someone there to show me first and then I can practice with them before doing it on my own. I was so confident at first that I could make them from simply reading the recipe and then was proven wrong. I think I had become to overconfident in myself and that I wouldn’t need help. Finally when I realized that I have always learned best by being shown first, I called my aunt to show me how to make them. Once I was shown how to do it, I was able to do it on my own.
I think it would have been most helpful to my style of learning to have had someone demonstrate first and then let me try. I should have at least had someone there to help me in case I did mess up or make sure I was doing it correctly.