Sample Lesson Plan
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The lesson plan discusses the teacher's role as a socializing agent on students and the bi-directional relationship between teachers and students. Students will identify teacher characteristics that foster learning, discuss how teacher expectations impact student achievement and behavior, and understand how student characteristics influence teacher interaction. The lesson involves students working in groups to describe their best and worst teachers or expected student behavior under different teaching styles, then reporting back to discuss perceptions of effective teachers.
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During my observation period, I was able to get to know the students and learn about their dreams and goals. I also observed how the teacher managed the classroom and resolved issues that came up. The students were aware of my role in observing their class. While observing, I saw how the students worked and was able to prepare materials according to their needs. During team-teaching, I helped students understand the subject and resolve doubts. I also provided additional materials for the teacher. It was sometimes difficult to keep the students quiet as they got restless and bored with the repetitive activities like translating texts or copying.
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Thank you.
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Students are learning to describe different jobs and use personal pronouns like he, she, and they. The lesson plan includes checking homework, a warm up activity, class work, team work, and an assessment to help 5th grade students practice communicative language about jobs. Activities will be used to reinforce describing jobs and using personal pronouns.
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3) Sketch out the roles and select participants.
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Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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This document provides details about a "ME Puppet" icebreaker activity for a lower elementary classroom on the first day of school. The activity aims to get students to introduce themselves while also allowing the teacher to identify each student's learning style. Students will make paper plate puppets with their own facial features and use them to tell their classmates their name, favorite food, pet, hobbies, and favorite place. By observing how students engage with the activity, the teacher can determine who understands verbal instructions well and who needs more modeling or support. The puppet activity also encourages cultural sharing as students express preferences through their puppets.
Methodologies for small group Part 2
The document discusses different methodologies for teaching in small groups, including cooperative learning, role playing, sociodrama, and peer tutoring. It provides details on the instructional characteristics, limitations, and recommendations for each methodology. Cooperative learning involves dividing students into teams to complete tasks and solve problems together. Role playing allows students to enact real-life situations to develop understanding. Sociodrama similarly involves students spontaneously acting out problems and discussions. Peer tutoring pairs more knowledgeable students with others to provide individualized instruction.
Classroom management through diversifying exersices and activities
This document discusses strategies for effective classroom interaction and management. It defines interaction as a collaborative exchange between people that has a reciprocal effect. Effective interaction requires risk-taking, automaticity in communication, and developing communicative competence. The roles of an interactive teacher include controller, director, manager, facilitator and resource. Questioning strategies like knowledge, comprehension, application and evaluation questions can promote interactive learning. Group work can be sustained through selecting appropriate techniques, planning tasks, monitoring progress, and debriefing. Rules for successful group work include cultural considerations, classroom arrangement, emphasis on importance, teaching cooperation, and assigning roles. Textbooks can be used creatively by omitting, replacing, adding to or adapting lessons while also going beyond the
GROUP1_107.pptx
This document outlines the roles of teachers in society and their pedagogical competencies. It discusses that teachers are responsible members of society as they affect the future. The roles of teachers include being agents of change, second parents, motivators, presenters of information, innovators, role models, leaders, and trainers. It also discusses four components of pedagogical competencies for teachers: purpose, content, communication skills, and professional development. Content is especially important and should unravel new concepts, sharpen students' minds, enhance learning desires, and steer students towards voluntary learning. Professional development is crucial for teachers to keep up with global standards, technology trends, and stakeholder interests.
What teachers need to learn
This document outlines goals for teacher learning and development. It discusses 5 main goals: 1) Producing good teachers by focusing on interpersonal skills, 2) Developing good teaching by making appropriate instructional choices, 3) Producing teaching professionals through involvement in the field, 4) Producing reflective practitioners who think critically about their practice, and 5) Producing technicist teachers who implement prescribed methods. The document also examines views of teacher learning, the knowledge teachers need, and characteristics of effective language teachers, emphasizing the importance of understanding language and learners.
Authentic
This document discusses using authentic activities, tasks, and materials in the classroom. It defines authentic materials as anything not specifically produced for language teaching. Authentic tasks require approximating real-world behaviors. Benefits include motivation from meaningful content, increased confidence and skills from exposure. Challenges are time for preparation and grammar appearing unexpectedly. Classroom management is aided by stimulating interest and decreasing disruptions. Authenticity brings the real world into the classroom.
Authentic Materials
This document discusses strategies for effective classroom interaction and group work. It begins by defining interaction and noting that language is a tool for social relationships. Interactive principles like risk-taking and communicative competence are important. The teacher can take different roles like facilitator or manager. Questioning strategies include different types of questions. Group work has advantages like developing critical thinking, but teachers may make excuses to avoid it. Rules for successful group work include selecting techniques, planning, and monitoring tasks. Cultural expectations should be considered. The document also discusses using textbooks, including reasons for and against, options like omitting or adapting content, and going beyond textbooks.
Fs 1 episode 5 individual differences and learners interaction
This is the Episode 5 of FS 1. In this episode, you will gain competence in determining understanding and accepting the learners' diverse background to their performance in the classroom.
Authentic
This document discusses using authentic materials, tasks, and activities in the classroom. It defines authentic materials as anything not specifically produced for language teaching. Authentic tasks require approximating real-world behaviors. The document outlines types of authentic materials and activities, as well as advantages such as increased motivation and practical language skills. However, authentic materials may be time-consuming to prepare and contain unexpected grammar. Overall, authentic materials can increase student confidence and connection between classroom and outside world if properly managed to maintain student engagement.
Episode 4
The document summarizes the observations of a student who observed 4 resource teachers' classes using observation sheets. The observation sheets focused on analyzing the levels of cognitive processing demonstrated by students based on Bloom's Taxonomy and Kendall and Marzano's frameworks. The student observed that while most classes demonstrated lower levels like remembering and comprehension, higher levels like analysis, evaluation and creation were not fully demonstrated. The student reflected that teachers are mostly focused on lower levels of information processing and share some responsibility for limiting students' cognitive engagement.
Lesson plan Bahasa Inggris Kelas VIII KD 3.9 4.10 Kurikulum 2013
The document provides a lesson plan for an English class at SMP school. The lesson plan is for a class on comparison degrees and will take place over two 40-minute periods. The lesson plan outlines the core competencies, basic competencies, indicators, learning objectives, materials, teaching methods, learning activities, and assessment rubrics. The learning activities include identifying adjectives, completing comparisons, arranging words, creating sentences, and performing dialogs. Students will be assessed on their speaking and writing skills based on pronunciation, grammar, vocabulary, spelling, coherence, and other factors.
Fs 1 episode 4 individual differences and learners interaction
This is the Episode 4 of FS 1. In this episode, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
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Classroom management through diversifying exercises and activities
Classroom management through diversifying exercises and activities
Classroom management through diversifying exersices and activities
Classroom management through diversifying exersices and activities
Fs 1 episode 5 individual differences and learners interaction
Fs 1 episode 5 individual differences and learners interaction
Lesson plan Bahasa Inggris Kelas VIII KD 3.9 4.10 Kurikulum 2013
Lesson plan Bahasa Inggris Kelas VIII KD 3.9 4.10 Kurikulum 2013
Fs 1 episode 4 individual differences and learners interaction
Fs 1 episode 4 individual differences and learners interaction
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This Excel cheat sheet provides formulas and functions for summing, finding minimum and maximum values, calculating averages, and using absolute cell references. The SUM function adds values within a range of cells, such as =SUM(A1:C1) to add cells A1 through C1. The MIN and MAX functions find the smallest and largest numbers within a range like A1:A5. AVERAGE calculates the mean of values between cells. Absolute cell references like $A$1 fix a cell reference regardless of copying or filling a formula.
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The document is an introduction letter from a CWI instructor for a student enrolled in an education course, requesting that a K-12 teacher allow the student to observe their classroom for 10 hours to meet the course requirements and gain experience observing classroom interactions and the socialization of children. The letter provides the student's name, course details, and asks the teacher to sign a verification form once the 10 observation hours are completed.
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This document is a learning style quiz that asks respondents to choose between three answer options (A, B, or C) for 18 questions about their preferences for taking in and processing information. The questions cover topics like how one prefers to get directions, study for a test, or relax. After completing the quiz, respondents are instructed to count their A, B, and C answers to determine if they are primarily a visual, auditory, or kinesthetic/tactile learner.
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Emma Fernandez has a Bachelor of Science degree in Health Science from California State University, Chico with an emphasis in Health Services Administration and a certificate in Emergency Medical Services Administration. She has experience in health services administration, research, dining services, management, customer service, and leadership roles. Her experience demonstrates abilities such as assessing client needs, coordinating meetings, providing comfortable environments, managing accounts, training employees, leading groups, and achieving goals through excellent customer service.
Resume 04
Jim N. Starman has a Bachelor of Arts in Sociology from California State University, Chico with a 3.5 GPA and minor in Coaching. He has experience in marketing, probation, recreation leadership, and currently works as a barista. He demonstrates strong communication, leadership, and organizational skills.
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This document contains contact and background information for Eric Miley. It includes his education history with a Master's degree from CSU Chico and work experience in retail sales, fundraising, recreation supervision, and youth counseling. It also lists honors and activities such as membership in an honors society and recreational clubs.
Resume 02
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Jennifer Apodaca is applying for a summer internship with Target Stores. She completed an internship last summer at Target's Distribution Center in Woodland, CA and enjoyed her experience. She has researched Target and believes the company's focus on leadership development and community involvement makes it a good fit. Apodaca has a strong work ethic and desires effective teamwork. She received positive feedback from her previous supervisor and believes she could be a valuable addition to Target's stores.
Cover Letter 03
William O. Bryant is applying for open PC Support Analyst and Production Support Technician positions at Electronic Data Systems. He will graduate in December 2009 from California State University, Chico with a degree in Business Information Systems and a 3.4 GPA. Bryant has work experience in help desk, member services, and clerical roles that have given him strong time management and work ethic skills. He believes his technical and customer service experience from his current job at Chico State's User Services makes him a good fit for EDS's reputation of employing flexible, technology-skilled and customer-focused people. Bryant is confident his colleagues and customers would appreciate his enthusiasm and ability to take a leadership role in a changing environment.
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Adam Finley is applying for a Sales Territory Manager position with Victaulic. He has a 3.2 GPA from California State University, Chico where he will graduate in December with a Bachelor's degree. His relevant experience includes working as a Summer Orientation Peer Advisor at Chico State which required managing tasks, maintaining team dynamics, and addressing student needs, as well as demonstrating public speaking skills. He also worked for two years at a biotech company starting as a temporary employee and becoming indispensable in quality assurance due to his attention to detail. His strong work ethic was shown working for a school district where he began work at 6am and was invited back for two years.
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Carol Billing's office hours and teaching schedule for Spring 2012 are outlined. She teaches EDUC 201 on Tuesdays and Thursdays in Room 102 from 12-12:30pm. She holds office hours on Mondays, Wednesdays, and Fridays in Room 122 from 1-2:30pm and responds to student emails on Monday mornings from 7-7:30am. She also teaches CISA 101 and holds office hours in Room 126 on Tuesdays and Thursdays.
Sample Lesson Plan
The lesson plan discusses the teacher's role as a socializing agent on students and the bi-directional relationship between teachers and students. Students will identify teacher characteristics that foster learning, discuss how teacher expectations impact student achievement and behavior, and understand how student characteristics influence teacher interaction. The lesson involves students describing best and worst teachers and the type of students and class for different teaching styles through a group activity and discussion.
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Sample Lesson Plan
- 1. Lesson Plan: March 8, 2011 Instructor : Sally Teacher Subject Area: Education Course: Education 205: Ecology of the Child Unit Title: Ecology of Teaching Lesson Title: Teacher Characteristics and Student Learning/ Student Characteristics and Teacher Interaction Objectives: Students will be able to: 1. identify/discuss/understand characteristics of teachers which foster student learning 2. enable student learning 3. identify/discuss/understand the impact of the teacher’s ability to manage on student learning 4. identify/discuss/understand how teacher expectations affect the achievement and behavior of students 5. discuss/understand the bi-directionality of teacher- student interaction Materials Needed: 1. Flip chart paper 2. Crayons 3. Index cards – 3 different colors 4. Student directions sheet Anticipatory Set: We have been discussing the impact of various socializing (3 minutes) agents on the child including the family, the school, child care providers and others. Today we are going to focus on the teacher’s role as an agent of socialization. As with the other agents, the student- teacher relationship is bi-directional. 1|P ag e
- 2. Input: In preparation for today’s group activity students were asked (3 minutes) to read Chapter 7 in your text entitled, The Ecology of Teaching which discussed: The teacher’s role as a socializing agent; The impact of the teacher’s characteristics on student learning (teachers as role models and managers and teachers’ expectations); and The impact of student characteristics on teacher interaction – specifically as it relates to gender and culture. Guided Practice: Instructions – (5 – 7 minutes) 1. Each of you has an index card in front of you. The color of the card indicates which group you are to join. a. At this point, would those students with the yellow cards sit at the tables on my left. b. Those with the green cards sit at the tables on my right. c. And those with the orange cards sit at the tables in the center. 2. At each table is a large piece of paper and crayons. 3. Students with the yellow cards are to describe in words (adjectives) and drawing what your best teacher was like. 4. Students with the orange cards are to use that paper to describe in words (adjectives) and drawing what your worst teacher was like. 5. Students with the green cards are to describe in word (adjectives) and drawing what students are most likely to be like in a class where the teacher’s style is: a. authoritarian b. democratic c. laissez-faire. 6. All groups need to: a. pick a student who will report your work to the group. b. include anticipated student i. behavior ii. achievement iii. interaction with the teacher in your report. 2|P ag e
- 3. (35 minutes) Group Activity – a. Individual group work - 20 minutes b. Group reports – 15 minutes (15 minutes) Discussion – a. General discussion flowing from group reports b. Is who the student identifies as the “best” teacher always the most “effective”? c. What is the role of perception? Closure: In summary give me one example of: (10 minutes) 1. how a teacher contributes to the socialization of students; 2. one characteristic of an effective teacher; 3. one impact of a teacher’s laissez-faire leadership style; 4. one impact of a teacher’s authoritarian leadership style; 5. one impact of a teacher’s democratic leadership style; 6. an example of something you learned that you did not expect. 3|P ag e