The reading in the Kellough & Jarolimek text this module/week discusses planning and
managing the classroom learning environment. Parker shares that educators must also learn how
to work and how to share. Based on your readings, please include the following information in
your discussion thread:
•
Share how you incorporated differentiation strategies in your lessons, and how you
determined how to accommodate learner needs in your classroom environment. Think about the
actual learning environment, how it affects students, and what you can do to alter the
environment to best meet students' needs.
•
How will you assess students’ learning styles?
•
How will you accommodate all of your students, and what adaptations will have to be
made in your classroom, your teaching, and your assessment?
•
How will you differentiate process, product, content, and environment?
•
Share your collaborative resources, and explain how you feel these resources contribute
to your Integrated Unit Plan, as well as how they will help you find success in your classroom
and teaching.
NOTE: When sharing your Collaborative Resource Compilation Resources, place the
information in the discussion board box. Do not attach your resources as a Word document.
As you respond to your classmates’ threads, be sure to provide a critique of each other's work.
This will allow you to help each other make needed improvements before the final submission of
the Integrated Unit Plan.
The Golden Rule and many biblical precepts mandate that we must work hard, make good
choices, treat others nicely and with respect, and learn something new every day. Robert
Fulghum’s All I Really Need to Know I Learned in Kindergarten states simply, “Share
everything. Play fair.’’ The Bible, in Luke 6:31, tells us, “Do unto others as you would have them
do unto you.” In elementary school settings, educators are often required to teach students to
work collaboratively, to play fair, and to share. You have an enormous opportunity to exemplify
the character of Christ in every action, word, and deed, as you teach and minister to these highly
impressionable young people.
Your thread is due by 11:59 p.m. (ET) on Thursday of Module/Week 4, and your 2 replies are
due by 11:59 p.m. (ET) on Sunday of the same module/week.
Planning and managing the classroom learning environment is a critical part in being an
educator.
The lesson chosen for the Integrated Unit Plan (IUP) has a foundation in Science for the
kindergarten level and focuses on the processes and importance of recycling. Students learn in a
variety of different ways that reflect different learning styles. In order to accommodate this,
differentiation must be incorporated into lessons in order to provide the students with everything
they need to learn. The learning environment should be warm and nurturing and be able to
accommodate the different needs of the students. Ultimately, the classroom or learning
environment should be constantly evolving. The lessons in the IUP provide opportunities for
students to be in the classroom, on the story time rug, and outside, as well as being seating,
In preparing for the Integrated Unit Plan, there are a variety of collaborative resources that can
positively contribute to the plan and provide success:
Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to teaching
and learning. (3rd ed.). Colorado, CO: Purposeful Design Publications.
Walking with God in the Classroom offers helpful suggestions from a Christian world view.
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction,
professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2),
111-127. doi:http://dx.doi.org.ezproxy.liberty.edu/10.1177/0162353214529042
This resource provides insight to learning styles and encourages teachers towards a positive self-
efficacy that will help cater to the various learning styles.
Kellough, R D., & Jarolimek, J. (2008). Teaching and learning k-8: A guide to methods and
resources. Upper Saddle River, NJ: Prentice Hall.
This book is an excellent resource that provides teaching techniques that are research based in
order to meet the needs of diversity in education.
Parker, D. V. (2012). Christian teachers in public schools: 13 essentials for the classroom.
Parker provides a fantastic tool for Christian educators to share the love of Christ in their
teaching and providing the love students need.
Slavin, R. E. (2012). Educational Psychology: Theory and Practice. (10th ed.). New York,
NY: Pearson.
Slavin provides insight to learning theories and teaching methods that can help improve the
classroom environment.
working independently or with a partner/group, or even moving around. All of these activities
will be able to accommodate various learning styles. For the lessons on recycling, there are a few
strategies that will be utilized in order to reach the learning need of each student. Students that
are verbal learners will benefit from hearing lessons, seeing words in stories, and repeating
information back to the teacher and classmates. This particular element will be addressed in the
story time that reflects on the main idea of the lessons. Students who learn best visual will
benefit from pictures in the stories, as well as pictures and display of the various elements of the
lessons, as pictures will be included with each worksheet students must complete. Aural learning
will be addressed by singing songs that reflect the main idea of the lessons, and there are several
hands-on activities that students who learn best kinesthetically will be able to participate in. In
order for students to be part of an effective learning environment for this unit, students will be
able to work in groups or independently based on the strategy that is best for them. In order to
assess the learning styles of the students, a preemptive observation lesson can occur that allows
the students to choose a task they are most interested in. Students will gravitate towards the
activity that reflects the different learning styles. A lot of preparation goes into creating a lesson
plan; however, accommodating and adapting, while being planned for, can often be a necessity
on the spot.
Qablan, A. M., & DeBaz, T. (2015). Facilitating elementary science teachers' implementation of
inquiry-based science teaching. Teacher Development, 19(1), 3-21.
doi:http://dx.doi.org.ezproxy.liberty.edu/10.1080/13664530.2014.959552
Insight into strategies that were useful in teaching science lessons are provided in order to
determine what methods work best.
Lippard, C. N., Tank, K., Walter, M. C., Krogh, J., & Colbert, K. (2018). Preparing early
childhood preservice teachers for science teaching: Aligning across a teacher preparation
program. Journal of Early Childhood Teacher Education, 39(3), 193-212.
doi:http://dx.doi.org.ezproxy.liberty.edu/10.1080/10901027.2018.1457578
Lippard provides a prepatory resource to guide beginning teachers to being prepared to teach
science while also being able to adapt and make changes.
Killing two birds with one stone. Science and Children, 56(2), 28-35. Retrieved from
http://ezproxy.liberty.edu/login?url=https://search-proquest-
com.ezproxy.liberty.edu/docview/2130849211?accountid=12085
A variety of ways for teachers to focus on integrating other important core subject, such as
English Language Arts, material with science lessons, ultimately alleviating the stress of trying
to teach subjects separately is provided in this resource.
How to Teach Science Tips. (n.d.). Retrieved from https://learning-
center.homesciencetools.com/lessons-and-tips/science-tips/
This website provides helpful lessons, tips, and other resources in order to provide ways to better
provide content for students, as well as prepare teachers.
Greenspan, Y. F. (2016). Guide to teaching elementary science: Ten easy steps. Rotterdam:
Sense.
Ten easy steps to teaching elementary science are provided that reflect goals, preparing, and
integrating science lessons successfully for students.
