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    Field Experience 5

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    This document summarizes a field experience observation of a classroom. It provides 7 examples of how the teacher addressed critical factors for learning, including engagement, repetition, input quantity, coherence, timing, error correction, and emotional states. It also describes how the teacher addressed different learning styles by providing written notes to a visual learner. Finally, it outlines how the teacher used informal social groupings by having students discuss their leadership goals in small groups after a motivational video.

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    Field Experience 5

    Uploaded by

    api-336535355
    20 views5 pages
    This document summarizes a field experience observation of a classroom. It provides 7 examples of how the teacher addressed critical factors for learning, including engagement, repetition, input quantity, coherence, timing, error correction, and emotional states. It also describes how the teacher addressed different learning styles by providing written notes to a visual learner. Finally, it outlines how the teacher used informal social groupings by having students discuss their leadership goals in small groups after a motivational video.

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    This document summarizes a field experience observation of a classroom. It provides 7 examples of how the teacher addressed critical factors for learning, including engagement, repetition, input quantity, coherence, timing, error correction, and emotional states. It also describes how the teacher addressed different learning styles by providing written notes to a visual learner. Finally, it outlines how the teacher used informal social groupings by having students discuss their leadership goals in small groups after a motivational video.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    20 views5 pages

    Field Experience 5

    Uploaded by

    api-336535355
    This document summarizes a field experience observation of a classroom. It provides 7 examples of how the teacher addressed critical factors for learning, including engagement, repetition, input quantity, coherence, timing, error correction, and emotional states. It also describes how the teacher addressed different learning styles by providing written notes to a visual learner. Finally, it outlines how the teacher used informal social groupings by having students discuss their leadership goals in small groups after a motivational video.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    Kyle Fitch

    Dr. Turner
    EDUC 3320
    28 October 2016
    Field Experience 5
    A.

    Examples of the following 7 critical factors for learning: Please describe one example
    for each of the critical factors for learning (Teaching with the Brain in Mind; Chapter 3)

    1. Engagement
    a. Teacher breaks students into small groups and goes over content in each
    group. She allows questions from each student to make sure they are paying
    attention, and if she sees a student getting off-task she will ask a compelling
    question to redirect their focus back onto the lesson.
    2. Repetition
    a. An example of repetition during a lesson taught by my teacher is when a
    student has a question that she has already answered. She will ask the class
    who knows the answer since they already covered it. Also, for key points in
    her lesson, she will repeat that point 2 or 3 times, and ask the students to

    repeat it back to her after they write it down. This helps with the retention of
    that information.
    3. Input Quantity
    a. Since most the students in my class have cognitive disabilities, my teacher
    must break up her lessons into small sections. The students comprehend the
    best when given 1 or 2 step instructions, and their notes consists of short
    bullet points.
    4. Coherence (prior knowledge, mental models)
    a. My teacher uses mental models. After students have written down the
    information, she will go to each group and help them organize it in an easier,
    and more organized, way so that it is easier to read and remember.
    5. Timing (activity shifts, transitions)
    a.

    In my class room, the students can get up and stretch if they feel the need. My
    teacher realizes this will help them with focusing on the task at hand. Because
    my teacher has to break her lesson into small sections, this helps keep their
    energy up during class.

    6. Error correction (feedback)


    a. Error correction is a big aspect of this classroom. A great time that my teacher
    addresses this is after small group discussion. She goes to each group and ask

    questions about what they discussed, referring to the content being covered,
    and can give feedback on the answers the students give her and correct what
    they did not get right.
    7. Emotional States
    a. My teacher notices when students are not being positive about the day and
    realizes how that is going to affect their learning during the lesson. Therefore,
    she makes small talk to them about what is going on outside her class. The
    students are usually excited about telling her what has been going good for
    them etc., thus their negative disposition changes to positive. As a result, they
    are the more apt to be ready to start the lesson, and have a more positive
    learning experience that class.

    B.

    Please describe one example of how the teacher addresses the different learning styles of
    students in the class (perceptual strengths and/or learning needs).
    A prime example of my teacher addressing different learning styles is when she
    hands. There is a student in class that requires a copy of the notes for each lesson. So not
    only will she auditorily give the information, but she also hands a copy of the notes to the
    student after the lesson to make sure he gets all the information. This student is a visual
    learning and seeing those notes helps him tremendously.

    C.

    Describe one example of how the teacher used cooperative learning or informal social

    groupings during the lesson. If none were observed, could cooperative learning or informal
    social groups be used effectively during the lesson? Justify your answer.
    One example of my teacher using informal group discussions was from this week
    of my observation. On some Fridays, she does a Leadership/Motivational Friday. The class
    watched a retiring address from the National FFA Convention, and then reflected on a notecard
    about who they are and what they wanted to become. After the students were done reflecting she
    allowed them to get in groups of 2 or 3 and share one thing that they wrote down on the
    notecard.

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