Planning and Preparation
1a. Demonstrating knowledge of content and pedagogy
1b. Demonstrating knowledge of the students
1c. Setting Instructional Outcomes
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Designing Student Assessments
The approach to planning that I have adopted is based in the 5 E model (Engage, Explore, Explain, Elaborate, and Evaluate). [H1] What I like best about this model is that it keeps a student’s attention as you build on the topic. Another aspect that I like about the style of lesson planning is that you are not obligated to use all 5 Es in one lesson. For example, a lesson could just be Engage and Explore, which can then be built upon by the following lessons that would be Explore and Explain to get ready for an Evaluate lesson that bases around a project that shows the learning.
But with the 5 E Model, there needs to be an element of backwards design. The way that I do this is by starting with my lesson objectives and essential questions before I create the lesson. This way I can gear all my class activities towards answering the essential questions and the objectives. All objectives relate directly to the International Bachelorette (IB) curriculum, which is the curriculum that the school I teach at is based in. [H2]
I have found it to be important to write the daily objectives [H3] on the board for all the students to see. This eliminates unnecessary questions and students know what they are pushing for during the lesson.
I teach at an international school. But, I still work with teenagers. Teenagers are teenagers all over the world. But by understanding the school culture and the national culture helps me design my lessons to be more relatable. [H4] Ecuador has a huge amount of real life examples that can be directly applied to the content of my Environmental Systems and Societies course.
Technology is a major part of my student’s lives. I try to apply technology as much as possible so they are working with a medium that they are comfortable with, or able to become comfortable with. Some examples of technology resources that I use in the classroom are online concept mapping with Mind Meister, collaborative work with Google Docs, online quizzes through the school’s online blackboard program, and essay responses posted in blogs and available for peer comments[H5] .
Projects done in class are all based on the content and directly connect. I prefer formative assessments, such as projects that make a student show their understanding through application. There are summative exams, but again, I focus on the application of the knowledge through short answer, data response, and graphing. [H6]
[H1]1e. coherent instruction
[H2]1a. knowledge of content and pedagogy
[H3]1c. setting instructional outcomes
[H4]1b. knowledge of students
[H5]1d. knowledge of resources
[H6]1f. student assessment
1a. Demonstrating knowledge of content and pedagogy
1b. Demonstrating knowledge of the students
1c. Setting Instructional Outcomes
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Designing Student Assessments
The approach to planning that I have adopted is based in the 5 E model (Engage, Explore, Explain, Elaborate, and Evaluate). [H1] What I like best about this model is that it keeps a student’s attention as you build on the topic. Another aspect that I like about the style of lesson planning is that you are not obligated to use all 5 Es in one lesson. For example, a lesson could just be Engage and Explore, which can then be built upon by the following lessons that would be Explore and Explain to get ready for an Evaluate lesson that bases around a project that shows the learning.
But with the 5 E Model, there needs to be an element of backwards design. The way that I do this is by starting with my lesson objectives and essential questions before I create the lesson. This way I can gear all my class activities towards answering the essential questions and the objectives. All objectives relate directly to the International Bachelorette (IB) curriculum, which is the curriculum that the school I teach at is based in. [H2]
I have found it to be important to write the daily objectives [H3] on the board for all the students to see. This eliminates unnecessary questions and students know what they are pushing for during the lesson.
I teach at an international school. But, I still work with teenagers. Teenagers are teenagers all over the world. But by understanding the school culture and the national culture helps me design my lessons to be more relatable. [H4] Ecuador has a huge amount of real life examples that can be directly applied to the content of my Environmental Systems and Societies course.
Technology is a major part of my student’s lives. I try to apply technology as much as possible so they are working with a medium that they are comfortable with, or able to become comfortable with. Some examples of technology resources that I use in the classroom are online concept mapping with Mind Meister, collaborative work with Google Docs, online quizzes through the school’s online blackboard program, and essay responses posted in blogs and available for peer comments[H5] .
Projects done in class are all based on the content and directly connect. I prefer formative assessments, such as projects that make a student show their understanding through application. There are summative exams, but again, I focus on the application of the knowledge through short answer, data response, and graphing. [H6]
[H1]1e. coherent instruction
[H2]1a. knowledge of content and pedagogy
[H3]1c. setting instructional outcomes
[H4]1b. knowledge of students
[H5]1d. knowledge of resources
[H6]1f. student assessment