Performance Task 1 Psychology for Educators, Thesis of Brand Marketing

Download Performance Task 1 Psychology for Educators and more Thesis Brand Marketing in PDF only on Docsity! 1 Performance Task 1 Psychology for Educators Western Governors University B1 Video 596: Determining Differences and Similarities in Liquids Using Attributes In this video, the teacher has a class of seven students. The video starts by showing the students in groups holding containers of some sort of liquid. She uses a formative assessment in this video. She has one group of students come up with a secret rule. Then, she asks the rest of the class to add their container to one rule or the other. She went around the table and had each student place their jar into two separate categories. She was able to engage the students by asking questions and when a student was stuck, she would ask investigative questions to to see why the student chose a certain category over the other. B1a The assessment in this video was appropriate for the class. The teacher was engaging the students and kept a positive learning experience for everyone. Although she has a small group of students, the abilities range from a student with an IEP to another student who is far above his grade. Having liquids with different colors and viscosity, it kept the students interested. She was able to see how the students figured out what the secret rule was and also see how well the students listened to instruction as they went up one by one to place their own container in one of the categories. B1b One way I would modify this assessment for a math class is to have a problem up on the board that is related to what we have learned from the previous class. When class starts, I will ask the student to complete the problem and raise the board with their answer. I am able to quickly see where my students are at. I can ask the student to look at their answer again if they got it wrong. I will then have a student come up to the front of the class to explain the steps of the math problem. B2. Video 134: Applying the Properties of Quadrilaterals to Determine Lengths and Angles The teacher in this video uses cooperative learning. Her classroom is set up to where students can sit in a group of four. For this particular lesson, she arranged her students to sit in specific spots because there were so many rules to this lesson. She wanted to make sure that each student/group were set up for success. She walked around the classroom and spent time with each group to make sure that they were on task. The students were also given AngLeg manipulatives to help them. B2a. 2 The teacher set up heterogeneous groups. This particular class has Gifted and Talented students as well as Special Education students. Grouping them this way allows the students interact and solve problems together and come up with strategies to remember the rules. Each group was assigned a certain rule to explain. Once the assignment was completed, the groups had to present the rules to the class. Having your peers present the rules and explain the rules at their academic level versus reading out of a textbook helps students learn better. B2b. There would be a few things that I would adapt from this classroom to my own. When learning something like all of the quadrilateral rules, I would have them use manipulatives. The students will be able create something hands on and truly remember what they are learning. Working in heterogenous groups will allow the students to work independently from the teacher and teach peers but at the same time, the teacher is able to go around to see how each group is progressing. B3 Video 956: Comprehending and Summarizing Text About the Solar System The teacher utilizes her Smartboard to show the class what the lesson plan is. This particular classroom is bilingual and is focused on Sheltered English. By going over the lesson plan, it sets expectations for the students. This learning theory falls in line with Constructivist Theory, specifically a Social Constructivist. B3A The learning theory that was used in this class is aligned with Lev Vygotsky. Vygotsky used a scaffolding strategy which is a part of the Zone of Proximal Development or the ZPD. This is the set of skills or knowledge that a student can achieve with help or some guidance from a teacher or an older peer. A way to do this is to ask leading questions to guide the student to get to the answer. B3B A way that I would use this in a mathematics classroom is to think of a ladder. When I am introducing a new lesson in class, I need to see what my students already know. I can hand out a worksheet or do a quick review with the class. Then, I start working out problems on the board and ask leading questions. This give the confidence that my students will need to answer the questions. Eventually, the students can work in groups to solve problems. I can walk around the classroom to see how they are coming along. I would be stepping back as they gain the confidence to solve the problems on their own. B4 Video 1163: Collaborating and Utilizing Technology to Create Animations In this video, this teacher brings technology to this classroom. She pans around the classroom to show that she has a mini-computer lab where students can do graphic art such as Photoshop and other 3-D Designs. She also has a camera set up so students can create a stop animation movie. Prior to starting the project, the teacher showed a video using a projector to the class explaining what a stop animation is and how to create one. B4a.