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In the Writing About Planning section, one of the questions asks about my long term instructional goals. Does that mean long term instructional goals for that particular unit, or just in general? As this is an English class, do I need to include reading, writing, speaking and listening as part of my long term goal, or can I focus on one or two?
by Tabitha C.
Feb 15, 2017
I am wanting to know what I should study for Component 1.
I'm borrowing a class for Comp 3. do I have to teach the entire unit or just plan it? As in, can I plan a unit, teach a lesson from it, and use that information for comp 3?
by Blackstone
Feb 13, 2017
Hello,
I am a MCG candidate and was wondering about a SS lesson I was thinking about doing. It is a whole class, and the objective is for students to understand one of the main reasons for the American Revolution. I explain the activity, but for most of the it kids are running the show (several students in front acting as king, tax collect...See MoreHello,
I am a MCG candidate and was wondering about a SS lesson I was thinking about doing. It is a whole class, and the objective is for students to understand one of the main reasons for the American Revolution. I explain the activity, but for most of the it kids are running the show (several students in front acting as king, tax collectors, parliament members) with the rest as colonists at their desks as taxes (m and ms)are collected for various items they are in possession of (desks, pencils, etc). By the end most have lost all or most of their M and Ms, and they are unhappy. A debriefing discussion follows and we discuss the feelings students had and relate them to they way colonists felt.
My main concern is that I would not be visible for the majority of the activity, only really at the end as I lead the discussion with the whole class. The video would center on the discussion, but do I need to include parts of the activity to show what they were doing, or can I write about what had previously taken place? Also, Is the objective and goal a worthwhile one?
Or should I scrap this idea and find another?
Thanks. Report Post Blacktone is online now
I've emailed NB 2 to ask questions concerning the instructions for C4. The first email I sent was the first week of JANUARY!!! Has anyone come across this problem? I need answers, and 180022teach is zero help!
I'm an EA Math Candidate and I'm looking for some feedback on this idea for the assessment section of C4. I welcome any and all feedback! Sorry it's so long...
Anyway, my beginning of the year parent feedback sheet for this class indicated that many of my students had struggled with fractions in the past. I talked with the previous grade's...See MoreI'm an EA Math Candidate and I'm looking for some feedback on this idea for the assessment section of C4. I welcome any and all feedback! Sorry it's so long...
Anyway, my beginning of the year parent feedback sheet for this class indicated that many of my students had struggled with fractions in the past. I talked with the previous grade's math teachers and they confirmed that these students struggle with fractions and number sense in general. Additionally, about 1/3 of the class are English Language Learners (intermediate level). Approx. 80&37; of these students also scored below or well-below standard on the Math SBAC last spring.
Given all of this info. on these students, I looked to my upcoming unit (Real Numbers) and knew I could use this knowledge of my students to adapt my unit. Since they will need to compare and order numbers in different forms I will first re-teach / review how to convert between fractions and decimals. Then I will formatively assess just this skill to make sure everyone is ready to move on. Then I wlll teach students to categorize numbers as real, rational, irrational, integers, whole, and/or natural. Because so many of my students are English Language Learners I will consult first with our ELL Teacher and my in-service resources for ideas for how to best teach all of that vocabulary. Then I will formatively assess again to be sure we can move on. Then we move on to finding exact and approximate square and cube roots which reinforces the concept of irrational numbers (and maybe do another quick exit ticket or something to formatively assess). And lastly students will put it all together to classify numbers and to compare and order numbers written in different forms which requires converting numbers into different forms. Then I will summatively assess. Also, I think I wlll have the students do their self-assessment along with the first formative.
Does this sound like what NBCT is looking for?
I am considering attempting this! I need resources and suggestions for World Languages, Spanish.
For the Instructional Context Sheet I'm struggling with what they mean by social context when they want us to describe the social and physical context that influenced your instructional choices. I was able to answer the physical context part but not social.
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