Assignment 4A - Instructional Approach - Teaching (3)

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National University College *

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606

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Anthropology

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Apr 3, 2024

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docx

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Assignment 4A - Instructional Approach: Teaching Getting to Know Your Students Consult with your master, mentor, or supervisory teacher; with additional school personnel; and with families, as needed, to develop your understanding of students’ assets and learning needs. Review student work and available assessment or survey data and talk with and/or observe students to learn about the class’s range of assets, including academic strengths, and learning needs. You will use this information to establish content- specific learning goals (including California English Language Development (ELD) Standards as appropriate). Write a description of Students’ Assets and Learning Needs (Whole Class or Focus Students) Prior academic knowledge related to the specific content you plan to teach Describe what skills students already have coming into this lesson – what are they already able to do? The students already have a basic understanding of animal habitats and some knowledge about different types of animals and their natural environments. They can identify the basic features and characteristics of various habitats. English language proficiency levels (Standard English learners and English learners List students and their CELDT or ELPAC levels: - Reagen is an English learner with an intermediate level of English proficiency. - Troy is a Standard English learner with a high English proficiency level. - Marie is a Standard English learner and demonstrates advanced English language proficiency. Cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived from cultural experience Cultural resources and funds of knowledge: The students come from diverse cultural backgrounds, bringing various experiences and perspectives related to animals and their habitats. This includes cultural traditions, stories, and experiences with wildlife. Linguistic resources and funds of knowledge: The students have varying levels of language proficiency and can draw upon their language skills to communicate and share their ideas about animal habitats. Prior experiences and interests related to the content How might you incorporate or build on their experiences and interests as assets to this lesson: Some students have visited zoos, nature reserves, or parks, providing them with firsthand experiences of observing animals in their habitats. Others may have read books or watched videos about animals and their habitats. By incorporating these experiences and interests, I can make connections to their prior knowledge and make the lesson more engaging and relevant. Lesson management structure What behavioral expectations will you model and expect? To ensure a productive and inclusive learning environment, I will model and expect specific behavioral expectations from the students. These expectations include active listening, respect for others' ideas, following directions, and working collaboratively. I will reinforce positive behavior and provide reminders as needed

to support student engagement and participation throughout the lesson. (please scroll to the next page for the next section)

Content of the Lesson What do you expect students to deeply understand about the lesson? What do you expect students to retain after the lesson and use in future learning? What do you expect students to deeply understand about the lesson? I expect students to deeply understand the characteristics of different animal habitats, including their specific features and adaptations that enable animals to survive in those environments. They should understand the interdependence between animals and their habitats, recognizing how habitat changes affect animal populations. What do you expect students to retain after the lesson and use in future learning? After the lesson, students should retain and apply this knowledge to future learning by connecting it to real-world scenarios and other science concepts. What misunderstandings or misconceptions do you expect students might have from the lesson? What misunderstandings or misconceptions do you expect students might have from the lesson? Misunderstandings or misconceptions that students might have from the lesson could include thinking that all animals can adapt to any habitat or assuming that animals can survive in any environment without considering specific adaptations. Some students may also need clarification about the role humans play in altering animal habitats and the impact it has on wildlife populations. What knowledge and skills do you expect students to have after engaging in the lesson? What knowledge do you expect students to have after engaging in the lesson? After engaging in the animal habitat lesson, I expect students to acquire specific knowledge. They should understand the characteristics of different animal habitats, such as forests, deserts, oceans, and grasslands. Students should be able to identify key features of each habitat and explain how these features provide necessary resources for animals. Additionally, students should have a solid understanding of animal adaptations that help them survive in their specific habitats. They should be able to recognize adaptations such as camouflage, hibernation, migration, and specialized body structures. Furthermore, students should develop an awareness of the interdependence between habitats and animals, understanding that habitat changes can significantly impact animal populations. Students will have gained comprehensive knowledge of animal habitats, adaptations, and the intricate relationship between animals and their environments. What skills do you expect students to have after engaging in the lesson? Engaging in the animal habitat lesson will enable students to develop essential skills. First, they will hone their observational skills by actively observing and identifying features of different habitats. Based on these observations, they will learn to recognize how animals are well-suited to their respective environments. Second, students will enhance their analytical skills by evaluating the relationships between habitat characteristics and animal adaptations. They can draw conclusions, make connections, and justify their reasoning with evidence. Third, effective communication skills will be fostered as students articulate their understanding of animal habitats and adaptations. They will confidently convey

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