Three-Step Interview

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

The artifact I have chosen to attach to the discussion board was CE230 unit nine project. What I learned based on that assignment was how to develop creative activities for young children from the age of five and seven. After completing the different activities with the students in this project we had to show what were the student’s objective and what leaning experience where you trying to achieve and was it accomplished with this activity. Example after completing the activity you would indicated if the student was able to follow directions. You would observe if the child was able to correctly solve the problems and it the students showed interest in the game. I recalled when I was in grade school we played Math Bingo it was fun and educational.

Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student.

Each student takes a few minutes to think through an appropriate response on his or her own and then pairs with another student to share their responses. After putting their ideas together, they create a collaborative response to share with the class.

s a class, we will read the story Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, published by Atheneum Books for Young Readers. After, we will discuss the book in terms of organization (why did she organize the book the way she did?, why is organization important to this book?, would you change the organization of the book?). In partners, students will create a diagram of the book using a graphic organizer. This helps my students recognize that their writing pieces have to be in a logical order.

I would also stick with either the Jeopardy game for the rest of the class or instead of letting the students pick one activity to do after the game, I would set up three centers and let students do each center for the rest of the class time. I would do this because it took more time than I thought it would to go over the review video. Cutting back on what I put in the lesson, I would have more time to go over the review and then give them one fun activity that allows them to practice what we are reviewing and not run out of

Write your name on a small piece of paper and give it to your teacher.

How did you as a group decide on the 3 activity to complete with the student.

Another activity that I took part in was bubble painting. This was where I put paint in a tray and added water. Once this was mixed properly I got the children to use a straw and blow through it to make bubbles. Once the bubbles were there a piece of paper was placed over them to create a bubble effect picture. There were two different trays of which one was purple and the other one was orange. This is so that they were able to make their own choice on what colour they wanted to use.

An area for improvement would be activity four, 'Monkey, who is the tallest of them all?' I struggled with measurement as a child and can understand how some activities can over complicate the main goal. Some of my resources could have been created with more thought. The animals I picked to put in height order are not necessarily their natural or expected height. For example, in my activity monkey is bigger than tiger; in real life, we know that tigers are much bigger animals than monkeys. Therefore, the activity is not realistic or personal to children, which could consequently confuse their conception of height. I struggled to think of a height activity that children in year one would comprehend and enjoy. Furthermore, I wanted to stimulate

Once I have finish modeling the activity 3.1, students will have the opportunity to do the activity. The teachers helper will pick a name out of popsicle stick holder. I will either have the amount of dots and have the student write the corresponding number or write down the number and have the student draw the correct amount of dots. If the student is unsure of how to write a certain number, we would count the number line up in to the number.

Before I explained what was happening are before they had started I asked each child to go get an apron and put it on , then I explained to each group of the five children that they had to do different types of flowers showing small ones and tall ones, I did an example for them by drawing a daffodil I started of by showing them the stem I drew it with the small skinny brush then I used the thicker brush for the petals of the flower, after showing the children an example they caught on to the activity and they enjoyed completing it when their picture was completed I then got them to place it on the drying rack and I called up the next group and completed this whole progress over again until each child had completed their activity.

3. Read a section of text or show another picture and then have students predict what is going to happen next.

Some concepts that we discussed in class, that I saw in the classrooms, included letting students share how they found an answer. In the fifth grade classroom, which had

Another favorite activity is picking a story that the whole class enjoyed very much during shared reading and performing a small part out of that story using very simple props that are easily available in the classroom. We will do this activity every three weeks or so.