Education Assigment

In culturally diverse classrooms, teachers need to know their students. They need to learn about their students’ cultural backgrounds to avoid misinterpreting student behaviors or devaluing their cultures.

Cultural and Ethnic Differences

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The Native American father in this video has related stories to his son, taught him their cultural history, and introduced the differences between the son’s learning at school and the son’s Native American culture. What did the son most likely do with this information in his classroom with his teacher?

What can teachers learn from this story about the value of the father’s spending time building a tipi model and relating stories to his son? Explain.

Describe the cultural mismatch between the Native American child’s view and a traditional view of the discovery of America, and explain what you would do as a teacher to resolve the mismatch.

In the lesson, you will see in this video, a ninth grade social studies class in Florida has been focusing on four states: Florida, California, New​York, and Alaska. The class has already identified similarities and differences among the states with respect to​climate, topography,​crops, and recreational activities, leading to a two-dimensional chart on the board. We join it near the end of the class period, where the teacher is encouraging students to identify cause-and-effect relationships among some of the facts they have learned about the states. As you watch the lesson, think about and then respond to the following questions.

Facilitating Effective Long-Term Memory Storage Processes in High School Geography

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Meaningful learning, including elaboration and internal organization, involves making connections among pieces of information. In what specific ways does the teacher promote such connections?

Application Exercise​ 12.3.1 – 12.3.3: Using Direct Instruction to Teach Reading Strategies

In this third grade reading lesson, the teacher is using the mnemonic​ "UNREAL" to help her students acquire effective metacognitive reading strategies. As you watch the lesson, think about and then respond to the following questions. Please make sure that you using specifics from the video and support of these strategies and concepts from Chapter 12 and other chapters on behaviorist and cognitive theories.

Using Direct Instruction to Teach Reading Strategies

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What elements of direct instruction do you see in the lesson?

What behaviorist ideas are evident in the lesson?

What ideas from cognitive psychology are evident in the lesson?

Application Exercise​ 12.5.1 -7: Critiquing a Lesson Plan

In the short (video linked​ here or you may have to log into the assignment and e-text), elementary school teacher Shelia Brown briefly describes​ (a) how her school​ district's third grade teachers have collaboratively developed the​ district's third grade math curriculum and​ (b) what kinds of flexibility each teacher has in his or her instructional strategies. After watching the video, look at the lesson plan Shelia has developed for teaching fractions (also linked). Note that the lesson plan has several distinct​sections:

· Common Core State Standards related to third​ graders' understanding of fractions as numbers

· Common Core​ "Standards for Mathematical ​Practice"—these are general skills that third graders should acquire in working with fractions

· Prior knowledge and skills on which the lesson will build

· Possible student misconceptions about fractions

· Planned components of the lesson

· Assessment strategies

Critiquing a Lesson Plan

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Sheila Brown's Lesson Plan

https://media.pearsoncmg.com/ab/OrmrodEP9e/Lesson_Plan_12.6.pdf

Answer each question inside this template. Do not change the font or color. You may skip a line between the question and your response

What things are pre-specified in the district’s third grade math curriculum, and why?

Shelia talks about using a “problem-centered" approach to teaching math. What does she mean by this term? Would you characterize it as being a teacher-directed or learner-directed approach?

Why does Shelia include Common Core standards in her lesson plan?

Shelia does include specific objectives for the lesson, although they do not immediately follow the relevant Common Core Standards. Where are they?

Why do you think Shelia includes sections on “Prior Academic Knowledge" and “Possible Misconceptions"?

What purpose might Shelia’s "Warm-up Activity" serve?

What strategies does Shelia use that should enhance students’ motivation to actively participate in the lesson?

What strategies does Shelia use to accommodate diversity in students’ abilities and​backgrounds?

Application Exercise​ 14.2: Giving Concrete and Constructive Feedback

In this video, third grade teacher Ms. Andrea works one on one with Susanne to assess and improve the quality of Susanne’s writing. As you watch the video, think about and then answer the following questions. Make sure to provide specific examples from the video, as well whether evidence of suggestions based on your textbook chapter 14.

Giving Concrete and Constructive Feedback

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What strategies does Ms. Andrea use to give Susanne constructive feedback about her writing?

Application Exercise​ 14.5: Using Checklists in​ Small-Group Projects

In this video, fifth grade teacher Donnovant Dahunsi and third grade teacher Jennifer Rodman have students use checklists as they work on small-group projects. As you watch the video, think about and then answer the following questions. Again, see Chapter 14 to help support observations and good practice.

Are the checklists being used for formative assessment or summative assessment? Explain your answer.

What particular benefits might the checklists have for students’ learning, motivation, and general academic development?