Field work group 1
Group 1 was the first group to teach their lesson to the fifth graders. They started with their introduction and explained the Teacher vs. student game that they will use throughout all 3 lessons. I liked that the teachers told the students they want them to win the prize. They gave the students a note sheet to follow along. They started off by asking ”what’s the first thing that comes to mind when you think of the start of our nation?” Then they moved on to the development. They started with the notes. They had a few checks for understandings throughout. Thumbs up if you agree, thumbs down if you disagree. Hand on your head if you agree. It was obvious that the teachers knew the material well. They also had time to review sections throughout the lesson. They were going over vocab such as “anti-” and “amend.” They then transition to guided practice by going over classroom rules again.Then they started explaining the guided practice. They transition to teachers very well and tried calling on different students.They all had great teacher voices but could use a little more enthusiasm and include more coral responses. The time to review sections were very nice throughout the presentation.
It’s so important to make sure the kids are understanding throughout the lesson, and they all did such a good job of doing this.It’s good to go over those vocab words to help the students understand these larger words. The teachers gave them the definition and the students have to turn and talk to decide if their group has the term. Students read aloud the definition. Choral response at the end going over the guided practice. ”Show us what you know?” For final thoughts the students got Post-it notes. Something you learned, something you didn’t understand, and something you still have a question about. The students received an exit ticket, and were not allowed to use their note sheets.They had multiple choice and true and false questions based on the lesson. Next class they began their inquiry lesson. The teachers went over the classroom rules again, and the students v teacher. They students using the ipads in this lesson. The class was then able to do a kahoot with the ipads for a pre assessment.The task was introduced after the kahoot. They had to use the ipads to find the answers on their worksheet.The students have to research about the constitution.The students have to write an article about the constitution for their schools newspaper.They use their research that they just found to write this article to the newspaper. Maybe next time hand out everything then explain or vice versa so there’s no confusion. Giving the students a flag when they were quite was really good. I like how you all implemented it throughout the lesson so far. The students were so quiet and well behaved during this part of the lesson! Great job! They had to write an article for the schools newspaper so they can share their findings from their webquest. The teachers provided a worksheet template for the students to put their information in. They let one student from each group share for time purposes.They did a journal entry for the independent practice. Then the next class day they did a cooperative lesson. The teachers first went over their rules and teacher vs student game to the class. They then showed them a video of the preamble. They transitioned to the next part of the lesson after that. The teachers had the groups set up before the students came into the classroom. They gave the students a folder with their assigned roles.They will present their development outloud with the class and have assessments for each other.The teachers didn’t explain how the grouping was done. Each student has an individual job for the group. They were each accountable for their part of the project.The grouping process was done before class began.The students had to discuss the project and come up with their poems. Through group work they have face to face interactions with each other. the groups were presenting their projects.The other groups had to fill out evaluation charts about how their presentation went. ”Time to reflect”They have to answer questions based off what they learned the past few days. It supported the cooperative learning because the students had to answer questions based off the lesson.
It’s so important to make sure the kids are understanding throughout the lesson, and they all did such a good job of doing this.It’s good to go over those vocab words to help the students understand these larger words. The teachers gave them the definition and the students have to turn and talk to decide if their group has the term. Students read aloud the definition. Choral response at the end going over the guided practice. ”Show us what you know?” For final thoughts the students got Post-it notes. Something you learned, something you didn’t understand, and something you still have a question about. The students received an exit ticket, and were not allowed to use their note sheets.They had multiple choice and true and false questions based on the lesson. Next class they began their inquiry lesson. The teachers went over the classroom rules again, and the students v teacher. They students using the ipads in this lesson. The class was then able to do a kahoot with the ipads for a pre assessment.The task was introduced after the kahoot. They had to use the ipads to find the answers on their worksheet.The students have to research about the constitution.The students have to write an article about the constitution for their schools newspaper.They use their research that they just found to write this article to the newspaper. Maybe next time hand out everything then explain or vice versa so there’s no confusion. Giving the students a flag when they were quite was really good. I like how you all implemented it throughout the lesson so far. The students were so quiet and well behaved during this part of the lesson! Great job! They had to write an article for the schools newspaper so they can share their findings from their webquest. The teachers provided a worksheet template for the students to put their information in. They let one student from each group share for time purposes.They did a journal entry for the independent practice. Then the next class day they did a cooperative lesson. The teachers first went over their rules and teacher vs student game to the class. They then showed them a video of the preamble. They transitioned to the next part of the lesson after that. The teachers had the groups set up before the students came into the classroom. They gave the students a folder with their assigned roles.They will present their development outloud with the class and have assessments for each other.The teachers didn’t explain how the grouping was done. Each student has an individual job for the group. They were each accountable for their part of the project.The grouping process was done before class began.The students had to discuss the project and come up with their poems. Through group work they have face to face interactions with each other. the groups were presenting their projects.The other groups had to fill out evaluation charts about how their presentation went. ”Time to reflect”They have to answer questions based off what they learned the past few days. It supported the cooperative learning because the students had to answer questions based off the lesson.
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