Download Classroom Observation: Effective Teaching Strategies in a Plant Biology Lesson and more Thesis Management Accounting in PDF only on Docsity! D095 Rewrite this: A1. As I observed the learning environment, the teacher was standing at a white board at the front of the room. Students sat on a carpet in front of her as she reviews plants and their needs by asking leading questions to activate prior knowledge. The teacher gets on the floor with the groups, attending to their soil pans and rulers while asking leading questions to scaffold their learning. It appeared that she was well prepared with materials for their hands-on experience and that she was comfortable with the volume level. A rise in volume is expected with this type of lesson engagement, in my opinion. Answering questions eagerly and confidently, students demonstrate their knowledge. The students break off in small groups with pans of soil and a ruler. They collaborated on the most effective way to plant seeds in rows; they were eager to participate and "get their hands dirty". They were engaged in conversation about how to best design the layout of rows in their pans of soil. Their voices grew louder in their discussions, however with one 'eyes on me' callout, they quickly focused on their teacher. A2a. During her group instruction, the teacher's environment was appropriately contained on the carpet. Students were not separated into groups with the pans of soil yet, which minimized distractions. With leading questions and scaffolding, she engages them in discussion about growing space for plants and engages their prior knowledge. While carpet time was in progress, she effectively held their attention and planted the seed for their group work. As soon as they heard "Eyes on me", they focused their attention on her for additional instruction or volume control. A3a. If I had an EL student in my class, I would differentiate the instruction to include images and pair them with another student with whom they interact regularly. To guide my EL pair, I would check-in frequently and ask leading questions to ensure they understood. Rewritten Answer A1 Classroom Observation During my observation of the learning environment, the teacher positioned herself at the front, utilizing a whiteboard while the students gathered on a carpet before her. She engaged the class in a review of plant biology, employing leading questions to draw upon the students' existing knowledge. The teacher then joined the students on the floor, assisting with their hands-on activities involving soil pans and rulers, and continued to use leading questions to support their learning process. The teacher seemed well-prepared with the necessary materials for the hands-on experience and maintained a comfortable demeanor despite the naturally elevated noise levels associated with such interactive lessons. The students responded to her questions with enthusiasm and confidence, showcasing their understanding. In small groups, they worked with soil pans and rulers, collaboratively determining the most effective methods for
