will then be embarrassed in front of their peers. As I am teaching for a few months, I think my confidence will have grown stronger and I would be able to use holistic. And this will be allowing me to run the lessons faster without many interruptions.
- Managing Space/Location, Time
The way things are arranged in space makes a difference in how students function. It’s the patterns of space that support different forms of learning appropriate to a particular lesson’s goal. The key factor of space in a classroom is the way desks are arranged and the location of the essentials that are most commonly used. The pencil sharpener, trash cans, tissues, paper and other art supplies. The time it takes to do a lesson is also important.
When I do start teaching, I would like to be in a second grade level. Therefore, I would probably have the desks in groups of two. All of the students would be facing me so I would be able to see everything. I would place a long table on the side of the room for all of the essentials. And a rug would be placed near there as well. This would be used for silent reading. If the lesson that I am teaching is too long, the students at the second grade level would not be attentive. I would have the students participate more and I would talk less.
- Extrinsic Variables of Motivation
Extrinsic rewards are helpful to learning which has the teachers’ smiles, praise, and pat on the back or other behaviors that provide a positive consequence for students’ behavior. There are four outside rewards that a teacher can give.
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Feeling tone – verbal/nonverbal message
- body language
- smile or no smile
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Level of concern- raise it or lower it
- the importance of coming to class or not
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Interesting – material that will get attention
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Knowledge of results- keep students motivated
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Structuring for success- giving the students the tools for success
Part 2.
- Instructional Objective
An instructional objective is a strategy that points out the learning and describes how the student’s behavior verify’s the learning that is involved. A good example of an instructional objective would be: The learner will be able to understand that direct objects follow action verbs in ten sentences. In this objective, there are three components. There is a specific learning which is that direct objects follow action verbs. The second component is the behavior that can be observed to see that the learner understands the content. The third part of the instructional objective is the information which sets limits. IN this sentence the limit is to learn the task in ten sentences. The importance of the instructional objective is to assist the teacher with selecting an objective at the correct level of difficulty and complexity of the students so one understands the lesson.
- Active Participation
Active Participation is the consistent involvement of the learner’s minds with the learning. There are two types of active participation, covert and overt. Covert cannot be observed or measured, but is a quick way to involve learners. Overt can be measurable, but can be time consuming. The best use of active participation combines overt and covert. For example: Think about the first cause of the Civil War. And look at me when you have finished. This example allows learners to use their minds to help them get on track to begin the lesson. When the students are done, they will be looking at the teacher which will be the signal that they are done.
- Anticipatory Set
An anticipatory set is the opportunity given by the teacher, for learners to bring forward what they already know about the objective. This is usually used at the beginning of a lesson or at the end of a lesson to prepare for the next day. It involves the learners’ minds which allows for short practice of review. A good example of a set would be: The past few days we have been learning about parts of sentences. Think about the different parts of sentences and write them down. Then when you’re all done, let’s come up with sentences that have all of these parts. This set gives the learners a short practice and review of the lesson. It also has a covert and overt and most of all, it has the students doing the work with the teacher guiding them.
- Closure
Closure is the opportunity provided by the teacher for the learners to process for themselves what they have just learned. Closure provides time for learners to process the new information before more is introduced. As learners move from one step of a task analysis to another during a lesson which allows students time to reflect and internalize. An example of a closure would be: We just learned two ways to use the number line to show addition. Think about how you could explain them to another person. Now, taking turns, tell one way to your partner and your partner explain the other way to you. This example is used at the end of the lesson to emphasize what was just learned and to see if the students understand the lesson that was just taught. This strategy is more for the students to talk. The teacher shouldn’t wrap up the lesson by talking and explaining what was just taught. This gives the students a sense of involvement.
- Teaching to the objective
Teaching to an objective refers to those teacher actions which led the student directly to the intended outcome. There are four teacher actions which, if kept congruent to the objective, will ensure that the objective is taught. Provide information organizes information and conduct explanations to assist the selected learning. Ask questions which will draw out info that will match the learning and indicate whether the info is being received. Respond to the efforts of learners which provide feedback to the student that indicates progress with respect to the new learning. Design Activities which plans activities to involve the student in the learning and the opportunity to practice the skill.
P- Vermont is not on the Atlantic coast
A- What borders New Hampshire on the East Coast?
R- “That’s right; Rhode Island is the smallest state!”
D- List the New England states in alphabetical order.
