Reflection
I was made aware that students would be learning about clouds for the duration of my time in my clinical experience. Prior to teaching, the students were aware as to what a cloud is, however were not knowledgeable on the different types of clouds. I was asked to engage the students in a pre-teaching lesson where they would begin to understand three types of clouds. I decided to engage students in my lesson with a picture of clouds in the atmosphere that created an interesting appearance. Students were then both aware that we would be discussing clouds in the lesson and their attention was gained. I moved on in the powerpoint that I had created. I asked questions to the students to activate their prior knowledge. I asked students questions about what they had learned the week before about what a cloud is and how it is formed. I told students that today we would be learning about different types of clouds.
I explained the three different types of clouds with words, and in writing. I followed up these explanations with visuals of each type of cloud, and a video. The video further emphasized to the students visuals of the different types of clouds. Now that students had become familiar with the different types of clouds, I introduced the project that the students were to engage in for the remainder of the lesson. I showed an example and expressed to students that they were to divide their construction paper into thirds and in turn use cotton balls to create visuals of what the different types of clouds look like. Additionally, the students were to write out three facts in each box on their page regarding the cloud type. These facts could be found in their science book, or from the powerpoint presentation that I showed earlier in the lesson.
Students remained engaged in the lesson an interested in creating their cloud visuals. Some students worked faster than others in completing the assignment. Few students had to complete the assignment the following morning when there was time to engage in unfinished school work. Students benefitted from having to find three facts about each cloud. When perusing through the chapter to find these facts, students had a purpose for reading. If students began to struggle when seeking out cloud facts, I reviewed and referenced the slides I used to introduced the various forms of clouds. Students profited from looking at these slides. I felt as though this was a successful lesson in that the students were engaged and furthered their understanding on diverse cloud types.
I learned from this experience that students benefit from having diverse learning expereinces in the classroom. Additionally, teachers learn what the students have gained as knowledge when they provide rich, diverse opportunities for students to show what they have learned. I observed a few other direct instruction, science lessons in the classroom prior to my teaching. I feel as though the students in the classroom found my lesson to be engaging because it incorporated hands-on learning and indirect teaching. Students who learn best kinetically, which most young people do, benefit from lessons that incorporate hands-on learning. As a future teacher, I can see how the students engage themselves more when they are interested in the required activity. Through allowing students to show their attained knowledge in diverse ways, teachers have an opportunity to identify the best ways to test student abilities.
I explained the three different types of clouds with words, and in writing. I followed up these explanations with visuals of each type of cloud, and a video. The video further emphasized to the students visuals of the different types of clouds. Now that students had become familiar with the different types of clouds, I introduced the project that the students were to engage in for the remainder of the lesson. I showed an example and expressed to students that they were to divide their construction paper into thirds and in turn use cotton balls to create visuals of what the different types of clouds look like. Additionally, the students were to write out three facts in each box on their page regarding the cloud type. These facts could be found in their science book, or from the powerpoint presentation that I showed earlier in the lesson.
Students remained engaged in the lesson an interested in creating their cloud visuals. Some students worked faster than others in completing the assignment. Few students had to complete the assignment the following morning when there was time to engage in unfinished school work. Students benefitted from having to find three facts about each cloud. When perusing through the chapter to find these facts, students had a purpose for reading. If students began to struggle when seeking out cloud facts, I reviewed and referenced the slides I used to introduced the various forms of clouds. Students profited from looking at these slides. I felt as though this was a successful lesson in that the students were engaged and furthered their understanding on diverse cloud types.
I learned from this experience that students benefit from having diverse learning expereinces in the classroom. Additionally, teachers learn what the students have gained as knowledge when they provide rich, diverse opportunities for students to show what they have learned. I observed a few other direct instruction, science lessons in the classroom prior to my teaching. I feel as though the students in the classroom found my lesson to be engaging because it incorporated hands-on learning and indirect teaching. Students who learn best kinetically, which most young people do, benefit from lessons that incorporate hands-on learning. As a future teacher, I can see how the students engage themselves more when they are interested in the required activity. Through allowing students to show their attained knowledge in diverse ways, teachers have an opportunity to identify the best ways to test student abilities.