Instructional methods pp
- 2. “ ” DIFFERENT CHILDREN HAVE DIFFERENT NEEDS AND ADDRESSING THOSE DIFFERENT NEEDS IS THE BEST WAY TO DEAL WITH THEM EQUITABLY. -Gloria Ladson (Parker, 2012)
- 3. It’s very important to know the different types of instructional methods for our classroom because every student learns differently. Teachers need to understand the textbook is not the only method to get information across to students.
- 4. The four instructional methods I will be discussing about: • Centers • Community circles • Debates • Dramatic activities
- 5. CENTERS • Centers are a great way to have students work independently or in groups. Centers help the teacher by giving them idea about where the child might be needing help. • Students get the opportunity to make decisions and choose the pace of their learning. When a child is working independently, he/she won’t feel like they are being rushed. • Working independently, the child can go to the teacher and ask any questions they might have about the activity. Some students get too embarrassed to ask their fellow classmates for help. • Depending on the activity the teacher has assigned for the station during centers, the student will be able to create new ideas and express themselves. This is one way teachers can get to know his/her students.
- 7. CENTERS CONTINUED… •When learning about digraphs, I will have a station during centers that will require students to extend their knowledge on digraphs. Students will work individually on this activity. After learning about digraphs, students will go to their assigned station and practice on digraphs.
- 8. LEARNING ABOUT DIGRAPHS •Students will have to look through each picture and put it in the correct box under the correct digraph. After they have sorted out the cutouts, they will have a worksheet with the digraphs they have worked on. They will have to write each item on the sheet of paper. When time has expired, they will bring me their worksheet for me to grade. Materials: • Pencil • Worksheet
- 9. COMMUNITY CIRCLES •Community circles are a little intimidating because students are required to talk in front of other students. • It’s important teachers encourage students to speak because what they might be thinking another student might be thinking about too. •Students get to speak their mind about a topic the teacher gives them. In other words, they are giving their opinion about a subject.
- 10. COMMUNITY CIRCLE ACTIVITY “ATTENTION GRABBER” •I will be using the community circle method during the first week of school in my second grade class. When students arrive to class on the first week of school, they will notice the chairs are in a circle in the middle of the classroom. • I will have strips of paper with a different question placed on the chairs. The topic of my questions will be “About me.” • I will begin each day answering the question on the strip of paper. Each day for the first week of school, students will have a different question to answer.
- 11. COMMUNITY CIRCLE ACTIVITY CONT.… •The purpose of using the community circle on the first week of school is because I know how one feels entering a classroom full of students they have never met. This is great way for students to know something about each other and a great conversation starter.
- 12. DEBATES •DEBATES REQUIRE STUDENTS TO DO A LITTLE RESEARCH ABOUT A TOPIC THEY WILL BE GIVING THEIR OPINION ABOUT. •DEBATES ENGAGE ALL STUDENTS AND EVERY STUDENTS HAS AN OPPORTUNITY TO SPEAK. •DEBATES IMPROVE STUDENTS SOCIAL SKILLS AND CRITICAL THINKING SKILLS.
- 13. LET’S HAVE A DEBATE! TOPIC: “ALL STUDENTS SHOULD WEAR UNIFORMS.” • I will split the classroom in two groups. I will choose the groups because if I let them choose their own groups, they wouldn’t stay focused. By doing this, students will be working on social skills. • I will choose a leader in each group. The leader will be the speaker for the group.
- 14. Teacher’s role • Throughout the whole debate, I will only say something when I feel students are getting off task and if the debate is getting out of hand. • I will make it clear to students that we are all here to have fun and respect everyone and their opinions. • I will also be keeping an eye on who is participating in discussion and who is not.
- 15. DRAMATIC ACTIVITIES • NOT ONLY DO THE STUDENTS LEARN ABOUT HOW PEOPLE LIVED IN THE PAST, BUT THEY GET TO HAVE FUN DURING THE PROCESS. • IN DRAMATIC ACTIVITIES, STUDENTS ARE CHALLENGED TO TAKE THE PERSPECTIVE OF THE PEOPLE THEY ARE STUDYING (PARKER, 2012). • HANDS-ON AND EVERYONE IS LEARNING DURING THE PROCESS IN ONE WAY OR ANOTHER. • IF STUDENT DOESN’T GET THE LESSON THROUGH READING, LIKE MOST OF US DO, THEY WILL LEARN THROUGH THE DRAMATIC ACTIVITY.
- 16. “ ” A LECTURE ABOUT THE ATTACK ON FORT SUMTER IS FAR LESS INTERESTING THAN ACTING OUT THE BATTLE -CLAUDIA CORNETT STUDENTS LEARN SO MUCH MORE WHEN THEY BECOME THE CHARACTERS INSTEAD OF READING FROM THE BOOK. WE NEED TO GIVE ALL STUDENTS AN OPPORTUNITY TO LEARN. (Cornett, 2015)
- 17. LET’S ROLE PLAY I WILL USE DRAMATIC ACTIVITIES IN ALL GRADE LEVELS. • I WILL USE ROLE PLAY IN FIRST GRADE SO STUDENTS WILL HAVE A DEEPER UNDERSTANDING ABOUT THE DIFFERENT TYPES OF JOBS PEOPLE HAVE IN THE COMMUNITY. • STUDENTS WILL BE GROUPED IN THREES. • STUDENTS WILL HAVE FOUR DAYS TO WORK ON THIS PROJECT. EACH STUDENT WILL BE REQUIRED TO STATE AT LEAST ONE FACT.
- 18. ROLE PLAYING • I would encourage students to get into character. • If students dress into character, they will feel like they are the person. • I will suggest students give facts and dress up and/or put a little skit together.
- 19. REFERENCES PARKER, W. C. (2012). SOCIAL STUDIES IN ELEMENTARY EDUCATION (14TH ED). NEW YORK, NY: PEARSON. CORNETT, C. (2015). CREATING MEANING THROUGH LITERATURE AND THE ARTS (5TH ED). BOSTON, MA: PEARSON