Analysis report: Video 1
I find this project to be a
fantastic example of project-based learning that includes collaborative learning. It is also a
wonderful example of the value of STEM (Science, Technology, Engineering and
Math), teamwork and how the design process works. I also like the project because
it gave students an objective for each day.
Academic
expectations:
I
think the teacher holds high performance expectations for students in this
project. The teacher challenges the students to welcome problems and make
modifications. Students were expected to use specific terminology when explaining
their results, which allows them to connect their challenge to the content they
are learning in class. I thought that the computer simulator for the design
challenge was amazing. It provided students the opportunity to problem solve
through the process, as well as guiding their models.
Behavior
expectations:
I
think behavior expectations are high for students in this project. The idea of
providing students the opportunity to share their challenge, problems, and
results as a whole group allows them to learn from each other and value each
other’s ideas. Students must be disciplined in learning to collaborate and get
along with each other in order to get the project completed.
Norms and Procedures:
The norms and procedures in this project that support high student
performance include student-led discussions, collaborative learning, teamwork, inquiry-based
learning and the use of technology resources to conduct research.
Analysis report: Video 2
I find this teacher’s technique amazing in this Math lesson. Students
memorize the multiplication rhyme and recite them aloud, leading people to
believe that routine practice is the most efficient way to learn.
Academic
expectations:
I
think the teacher holds high performance expectations for students in this Math
lesson. Students were expected to memorize the
multiplication rhyme. The goal of the Math lesson is also to develop conceptual and procedural
knowledge through rigid practice. The whole-class instruction engages all
students in the material and prompts feedback.
Behavior
expectations:
I
think behavior expectations are high for students in this Math lesson. The idea
of using the “counting and clapping 1-2-1-2-3” strategy to transit to the next
task / activity is great. The teacher also uses the “all eyes on the teacher
and hands behind” strategy to keep the students focused. Students also learn to
sit down for a longer time and stay focused on the lesson. Students are also
expected to have their hands up and wait to be asked before giving an answer.
Norms and Procedures:
The norms and procedures in this Math lesson that support high student
performance include whole-class instruction, raising of hands in order to talk and listening while others are speaking.
Analysis report: Video 3
The whole brain teaching strategy is
amazing, because both the teacher and students put in their full energy into
the lessons. Whole brain teaching combines direct instruction, sharing and immediate
feedback, using seven steps:
Step 1: Class-Yes
Step 2: Classroom
Rules
Step 3: Teach-OK
Step 4: Scoreboard
Game
Step 5: Hands and
Eyes
Step 6: Mirror
Step 7: Switch!
Academic
expectations:
In
the whole brain teaching (WBT) strategy class, the teacher holds high
performance expectations for students by expecting students to discuss problems
with their peers, in order to find solutions. The
goal of WBT lessons is to allow students to
become the "more knowledgeable ones" in control of teaching, while
also taking attention away from tests and focusing on daily activities.
Behavior
expectations:
In
my opinion, behavior expectations are also high for students in WBT classes. Before beginning the actual "informative" part
of each lesson, the teacher goes over the five classroom rules with the entire
class. This is to ensure that everyone understands the rules, but it will also
help the teacher in the end, if a student is not following rules. The
rules and gestures include:
•
Follow directions quickly!
•
Raise your hand for permission to speak
•
Raise your hand to leave your seat
• Make smart
choices!
• Keep your dear
teacher happy!
Norms and Procedures:
The norms and procedures in
WBT classes that support high student performance include allowing students to become
the "more knowledgeable ones" in control of teaching, while also
taking attention away from tests and focusing on daily activities. The whole
brain teaching movement addresses the use of project assessments versus
formative and summative formal tests as well as teaching that in general breaks
away from the standard "lecture" model.
Setting high performance expectations among my early learning students
I believe that high-quality preschool is essential for every child, even
for the low-performing children. If we want
to hold students to high expectations, we also have to provide them with the
tools they need to succeed. However, “Do not train children to learning by
force and harshness, but direct them to it by what amuses their minds, so that
you may be better able to discover with accuracy the peculiar bent of the
genius of each.” - Plato
How to set High Performance Expectations?
- Set high expectations for all students, for what students should know and be able to do. I, as a teacher must hold high expectations for all of my students. The specific behaviors that I engage in, clearly communicate my expectations for my students.
- Provide high-quality curricula and support so all students can reach them. I must differentiate instruction to address the diverse learning styles, needs, and skills found in the classroom. Through differentiated instruction, students are challenged but not frustrated and I am able to facilitate learning.
Differentiated
Instruction: High Expectations for All
All the three videos analyzed earlier illustrated three different teaching and
learning styles that can be used in Early Learning classrooms to generate high
performance expectations.
Video 1: Project-based
learning (PBL)
I use PBL with my multicultural
early learning students when introducing them to different learning units. For
example, when learning about Plants and Flowers, we get our own patch of garden
ready for growing our own plants and flowers. When learning about Treasures, we
make our own treasure map and learn how to read the map to find hidden
treasures.
Video 2:
Learning through rhyme memorizing and reciting aloud
I use this
effective method to teach my early learning students vocabulary. For example, the
children learn vocabulary through reciting poems. Poems are written on
word strips and are taught to the children using the most common model of saying a
nursery rhyme, in which the teacher says a line of a rhyme and the whole class
repeats. When learning the unit on Food, the children recited poems containing
different food words / names.
Video
3: Whole brain teaching (WBT)
The
whole brain teaching method is also used in some of my Early Learning classes
such as in teaching reading and writing. Similar WBT rules are also being
adapted into my classroom:
• Be safe, be kind, be honest
• Follow directions quickly
• Respect others, respect
yourself, respect our school
• Raise your hand to speak or
stand (show peace and quiet)
• Listen when your teacher is
talking
• Show B.E.V.E (Bodies still,
ears listening, voices quiet, eyes
watching)
References:
(Accessed on 21 April 2015)
http://pilotrobertmace.edu.glogster.com/roller-coaster-lab/
http://www.playdoughtoplato.com/stem-activities-for-kids/
http://theconversation.com/explainer-what-makes-chinese-maths-lessons-so-good-24380
http://wholebrainteaching.com/index.php?option=com_k2&view=item&layout=item&id=159&Itemid=125
http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/pdf/rothenbergchp8.pdf
Lim-Kemper, D. (2014) Can songs increase the English vocabulary
learning of a group of mixed first language children attending an international
school in Germany?
MA in Education Research Project, Birmingham City University.
Available at:
https://www.academia.edu/9435217/Can_songs_increase_the_English_vocabulary_learning_of_a_group_of_mixed_first_language_children_attending_an_international_school_in_Germany
