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.

Technology Enhanced Lesson Idea

One lesson I am going to technology enhance is I'm going to do present a power point with pictures of how plants change through the seasons. I'm using this technology because there is a laptop computer in the classroom I can use as well as projector for the second grade. This way students could see through real pictures how plants change through the seasons.

Classroom Technology Inventory

While doing the classroom technology inventory I discovered there isn't a lot of technology available in the classroom to the students or the teacher.  In the classroom there is only one computer and it is only for the teacher to use.  Students only get to use computers 1/3 of the year when they have computer class for their speciality.  Right now my class is in computers so they get to use computers every day for half an hour.  

Inside the classroom the only technology the teacher and students can use is an overhead projector, a tv, a cd player, and a digital camera.  Mrs. McTeer told me that if you want to use any other technologies you usually have to go to the district office to rent them out.  The computer lab does have portable dvd burners and I scanner, but nothing else that can be taken out of there.  It is  hard to get time to use the computer lab, outside of the classes computer class, because all other classes in the school also have scheduled time each day for computers.

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 287 TPACK Questions

Content

The content I will be using in my lesson is that they can identify the major physical features of the regions where ancient civilizations flourished.  I'm going to teach them about Mayan, Aztec, Greek, and Rome ancient civilizations.

Pedagogy

The pedagogy I will be using is I will introduce these ancient civilizations to them and teach them a little about each civilization.  We will talk about the environments they lived in and how the environments they lived in would affect how they live and what their culture would be like.  This would fit into the content by the content they are learning is the major physical features of the regions where ancient civilizations flourished.  I will use direct teaching instruction to teach them the basics and then do a lesson on guided learning where they will do the assignment of looking at the pictures using google earth.

Technology

The technology I will be using is google earth.  Students will not only get to explore and see where each civilization lived, but also look at structures they built through wikipedia and pictures.  They will use these pictures to compare and contrast the different types of architexture that existed in each culture.  This ties into the content and pedagogy by they are learning about different ancient cultures through google earth.

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.

Virtual Tour Plan

Location	Activity	Google Earth Content
1. Athena Nike Temple, Athen, Greece	Search the article for different types of architecture components.	Wikepedia Article
2.Colosseum, Rome, Italy	Take notes of the different types of structures you see on the Colosseum.	3 photos of the Colosseum
3.Yucatan Peninsula Mayan Ruins, Mexico	Click on the Becan Photo and draw a sketch of one of the ruins shown on here.	Becan Photo
4.Aztec Ruins National Monument, Mexico	Look at the picture of the Aztec Ruins National Monument and write down different structures and architecture styles you see.	Pictures of Aztec Ruins National Monument
Details of image overlay / path / polygon: Image Path starting with number one and going to number 4. I am doing Social Studies 6th grade. Standard 1: Objective 1: Indicator A: Identify the major physical features of the regions where ancient civilizations flourish. My overall goal is for them to compare and contrast different types of architecture among these different civilizations.