Today we just met with Ms. C and we discussed the three lessons that we plan to teach. The three topics that she gave us to teach are Native American migration over the land bridge, noticing supporting details and main ideas of a book, and lastly discussing the houses of the Pueblo Indians, Plains Indians and Woodlands Indians and why their houses were beneficial for their lifestyles.
Lauren and I decided that we are going to use Direct Instruction for the Native American migration lesson. We are going to use Concept Attainment for the supporting details and main ideas of the book Corduroy. Finally we are going to use the Integrative model for comparing and contrasting the different Native American groups' houses.
Saturday, December 8, 2007
Field Visit # 4
This visit the main focus of the lesson was on weather and different ways to measure different aspects of weather. Unfortunately, due to the set up of the lesson, we could not really keep track of the participation. Ms. C split the class up into three groups which were ability based. They were given a reading on an weather measuring instrument based on their reading ability. One group had the thermometer, one group had a wind vane and the last group was continuing to go over the topic of precipitation.
In the morning meeting we had gone over precipitation and Ms. C informed us that she wanted to go over it again with some of the children that she thought hadn't grasped the concept yet. I was working with the "wind" group. They were each given their own blank piece of paper and they were told to write down the name of their instrument, draw a picture of it, and write any information that they might want to add. Lastly, they were informed that they would have to understand how it worked so that if somebody asked them, they would be able to describe it. As we read through it, I noticed that some of the students were on top of it while others were zoned out. I found myself having to explain it to almost every individual in the group which made me realize that as a teacher, if you don't get the attention of all your students at one point in time, you will make your job a lot harder by explaining it on 20 occasions instead of just one.
Unfortunately, we ran out of time for their content lesson and we didn't get the chance to hear the groups present. However, after discussing everything with my group, I was very confident that they would all be able to explain our wind vane and how it worked!
In the morning meeting we had gone over precipitation and Ms. C informed us that she wanted to go over it again with some of the children that she thought hadn't grasped the concept yet. I was working with the "wind" group. They were each given their own blank piece of paper and they were told to write down the name of their instrument, draw a picture of it, and write any information that they might want to add. Lastly, they were informed that they would have to understand how it worked so that if somebody asked them, they would be able to describe it. As we read through it, I noticed that some of the students were on top of it while others were zoned out. I found myself having to explain it to almost every individual in the group which made me realize that as a teacher, if you don't get the attention of all your students at one point in time, you will make your job a lot harder by explaining it on 20 occasions instead of just one.
Unfortunately, we ran out of time for their content lesson and we didn't get the chance to hear the groups present. However, after discussing everything with my group, I was very confident that they would all be able to explain our wind vane and how it worked!
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