D093 Task 3

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School

Western Governors University *

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D093

Subject

English

Date

Dec 6, 2023

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docx

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2

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Uploaded by SuperHumanFang12929

D093 Task 3 A. 1. The video, Developing Skills to do Scientific Inquiry , takes place in a Kindergarten classroom. The students are learning Science while completing an experiment on what it takes for plants to grow. The class was organized into 4 groups of students that had 4 different conditions for plants to grow in. The video, Developing U.S. History Content Vocabulary, takes place in a Fifth- grade English language development class. The students are divided into small groups. Each group has been assigned a vocabulary word that they need to figure out the definition of so that they can develop understanding before the lesson. The video, Using recall to Write a Summarizing Paragraph, takes place in a special education 12 th grade English class. The three students are in a small group with the teacher working together to write a paragraph that summarizes a story. 2. a. Eliciting and interpreting individual students’ thinking Checking student understanding during and at the conclusions of lessons Coordinating and adjusting instruction b. The teacher in the video, Developing Skills to do Scientific Inquiry, elicited and interpreted individual students’ thinking by asking questions about their experiment and letting them answer and in some instances interpreting the answer for the class by probing for more information. The teacher in the video, Developing U.S. History Content Vocabulary, walks around to each group during the lesson checking to make sure that the group as a whole and each individual student is understanding the assignment and that everyone is participating in the learning process. The teacher in the video, Using recall to Write a Summarizing Paragraph, coordinates and adjusts instruction by guiding the students through the writing process. She allows them to give information and walks them through anything that should be added while allowing them to adjust their answers instead of giving them the answer. She points out things that they have done prior that can help in the process. 3. a. The teacher in the video, Developing U.S. History Content Vocabulary, could give an exit slip to each student with the vocabulary words on it and have them write the meaning of each word.
i. The exit slip would inform the teacher of whether more time and in- depth teaching was needed for the class to master the content vocabulary. ii. The teacher could pull students in groups according to their level of understanding on the exit slips. In these groups she could first tell them good job for their hard work. Next, she could ask questions to help them determine what they need to do and what information they need in order to master the vocabulary. Finally, she could build them up for success by telling them to keep up the hard work and determination. b. Although I think that this teacher did a great job teaching content vocabulary, I believe she could add to the lesson to ensure each student masters all of the vocabulary. I would get each group to write their word on a card and place it on the word wall. As they put it on the word wall I would have them share the meaning and an example of the word used in a sentence. i. I believe this would engage all of the students by allowing them to learn from a peer and get examples of the meaning from each other.
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