Domain 1

Lesson Plan Formats

To demonstrate my knowledge of content-related pedagogy, I have provided four lesson plans. The first lesson plan is for math and the second lesson plan is for Reading. Both plans follow the standard lesson plan format. This lesson plan includes an anticipatory set, modeling, guided practice, independent practice, assessment, and more. The standard lesson plan format is often used for math, english, and writing. The second lesson plan I have provided is for science; it follows the Inquiry Design Model (IDM). This lesson plan includes the following sections and more: engage, exploration, explanation, extend & apply, and evaluation. The third lesson plan, social studies, includes parts of the IDM, however, there is a greater focus on questioning. Various lesson plan formats should be utilized to meet the objectives of each subject.

Math Lesson Plan

Reading Lesson Plan 

Science Lesson Plan

Social Studies Lesson Plan

Learning Styles and Attitudes

At the beginning of the school year, my cooperating teacher gave our students a couple learning style/attitude surveys. I found that these surveys provided highly valuable and accurate information on the makeup of our students. One of the surveys was given to gather information on their attitudes towards reading. Some of the questions include:

• Do you enjoy writing about what you have read?

• Do you enjoy talking about what you have read?

• Do you ever think about why the author chose to write about a text?

• Do you choose books that interest you?

After analyzing this reading survey, I noticed a pattern amongst my students. Many felt negatively about writing about what they read. In addition, many of the students responded that they do not consider the writer's thinking. This data is something that I knew would be important to consider later on when we move into these topics. I may need to provide additional engagement strategies and meaningful connections to really get students involved. 

Another survey was given to gather information on how the students believe they learn best. This data supported me in developing a greater understanding of the students' learning styles. Students responded to how they felt about the following topics on a scale (often, sometimes, or never):

• I learn better when I can discuss my ideas.

• I like to make/build things I am learning about.

• Taking notes helps me understand what I am learning. 

• Listening to the teacher talk helps me learn best.

After analyzing this learner survey, I noticed that a large group of my students enjoy "doing" rather than "listening" or "reading." This changed the way I approached my math lessons. I made sure to prioritize getting students engaged in the practice questions quickly. I spent lesson time presenting. For the students who benefit from the listening or reading, I involve them in small group learning. This proved to support both sets of students. 

Using Sequencing

Providing students with a task sequence demonstrates an ability to set instructional outcomes that are clear and suitable for diverse learners. Below, I have provided examples of task sequences that I have utilized to meet the needs of my students. This is a strategy that I learned during my student teaching experience. The sequence is vocalized, written on the front board, and, depending on the classroom, may include pictures. This is a valuable tool that provides students with a concise list of "what to do next," "what materials they need," and/or general directions. Communicating directions vocally, in writing, and visually sets up all learners for task completion. This proved to have a significant impact on my students, as I noticed them fall into a routine where they knew to check for sequencing.

Sequencing Examples

Manipulatives and Materials

Implementing manipulatives and other available materials, as instructional tools for students, demonstrates knowledge of the available classroom resources. I have provided a lesson plan that shows the use of manipulatives and whiteboards to extend and support a math lesson. It is essential to make the most out of our classroom resources and add the uses of these tools in our lesson plans. In the lesson plan provided, place value blocks are provided as an optional tool for students who would benefit from the visual. In addition, I have provided a project that I completed at the beginning of my student teaching: Professional-Related Experiences. The last section of this project contains an inventory on the technology that was available to me at my student teaching placement. Completing this section of the assignment familiarized me with the resources available to my students and I.

Place Value Lesson Plan

Professional Experiences

Planned Partners and Teams

During my student teaching, I found that creating thoughtful instructional groups and partnerships for each subject proved to save time, promote structure, and improve organization. Below, I have provided the partnership/team cards I made for my classroom. The cards may be taped to the students' desks or kept inside their desks. I printed the slides out (using a smaller scale) and taped them on the students' desks. I did not randomly assign partnerships and teams. During the first few weeks of the school year, I took note of which partnerships/teams worked well together. Using these observations and notes, I created the cards. 

Student Partnership/Team Card Example

The Power of Whiteboards

Creating and implementing formative assessments was one of my main goals throughout my student teaching. Assessment was something I needed to work on and develop further. There are a few formative assessment strategies I have taken away from my student teaching. One that I would like to discuss is using whiteboards as an assessment tool throughout lessons. At the beginning of my math lessons, I gave questions to determine my students' prior knowledge. This was valuable, as it gave me additional information on how much time was needed for modeling and guided practice. They responded on whiteboards and held them up when I allowed them to. After the modeling and guided practice, I gave an additional question before having students move on to the independent and partner practice questions. This gave me an opportunity to decide a few things: 

• Do I need to provide whole-group modeling? 

• Who needs additional support? 

• Who would benefit from small group work? 

• Who is struggling and who has got it? 

• Do I need to work one-on-one with anyone? 

I learned to be flexible during my lessons and allow for change as I assessed my students' understanding.