STANDARD 5:

I am a visual and kinesthetic learning. I am a hands-on learning and I need to see how things are done. I have a hard time just listening to instructions. I do find it hard to sit and listening to instruction. I prefer to see an example of the work I am learning because it allows me to see my work and try it for myself. I enjoy doing and reading map and charts. I like to work in groups to see what others are thinking. I am sure if I like the flipped learning style. I do like the fact that if children are absent then they will be able to see and get the missing work and they will be able to watch it online and it will allow them to bring or do their homework in the classroom. I think this will help with the children getting better grades. I also think that this will take time away from grading and personal instructional time.

Fragments and Run-on PowerPiont

Standard Connection:

5A) understands the cognitive processes associated with various kinds of learning;

5C) knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources;

5E) knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics;

5F) knows strategies to maximize student attentiveness and engagement;

5G) knows how to evaluate and use student performance data to adjust instruction while teaching; and

5H) understands when and how to adapt or modify instruction based on outcome data, as well as student needs, goals, and responses.

Rationale:

In this lesson I was able to introduce the four sentence typed. I was also able to use anchor charts as my visuals to introduce and teach fragment sentences, run-on sentences, and compound sentences with applying the correct FANBOY words. The students were able to successfully complete their assignments referring to the anchor charts for assistance. This instructional method was able to help all learners within the classroom. The students were actively engaged and grasped the concept of correcting the sentences as a whole group and independently.

As the teacher I was able to uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities. I was also able to uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences. In addition, I was able to use technology to accomplish differentiated instructional objectives that enhance learning for each student.