Unit 5 assignment: Teaching strategy


Unit 5 assignment: Teaching strategy

Unit 5 assignment: Teaching strategy

In this assignment you will use the lesson plan you designed in the Unit 5 assignment. Work with either one child or a small group of children to implement the lesson. Use explicit or implicit strategies from the readings to motivate your teaching strategy. Remember the children should be 4–7 years of age.

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Record yourself teaching the lesson using either your webcam or a video recorder, follow the steps described in Using Kaltura for further instruction. You need to capture your own voice and image. If possible, include the child or children’s voices, but it is not necessary to show them in the video. If you do capture the children on the recording please make sure you have written parental approval to do so.

After performing the lesson, review the recording of yourself. Use the assessment guidelines given in the course to self- reflect on your teaching practice. Write a 3 page paper in which you provide a formal assessment of your work. Describe how the lesson met the needs of that particular child and then evaluate how you would adapt the next lesson, based on informal and formal assessment of the child’s progress.

Be sure to describe what assessments you would use with the child in order to create the next steps in learning. Please include your rationale for choosing implicit or explicit motivational strategies. Include as an appendix a letter that you would send home to describe the child’s progress to their parents.

To successfully complete this assignment you will be expected to:

Conduct a pre-planned reading or literacy lesson with a child.

Evaluate personal performance referencing texts and theories.

Describe the child’s specific needs and how the lesson addressed those needs.

Identify assessments to use to plan and create subsequent lessons.

Explain next steps and adaptations for future lessons, including technology resource recommendations.

Communicate progress to parent with respect to family goals and decisions.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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