Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


O Pioneers!: Examining Instructional Models and Strategies

No description

Katie Jackson

on 6 June 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of O Pioneers!: Examining Instructional Models and Strategies

O Pioneers!
Educational Theory
Is it Best?
I believe that this is the best approach to teaching Kindergartners about pioneer life because it provides them with many different experiences. Active learning asks that the students be heavily involved in the learning and exploring process, and this lesson definitely does that. Not only are they expected to know how pioneers lived, but they build art projects and can understand, just from the building of a sod house what the difficulties of living there would be why the pioneers made that choice. The teachers stations allow the children to learn in different ways and help them be self-reliant in their learning. These students are definitely not passive listeners and that is the key to active learning.
Adjusting Instruction
1-Students work on many different types of activities to learn the material.
-Art projects (sod houses, covered wagons)
-Field trips (to local farms)
-Teacher Lecture
-Vocabulary Worksheets
This gives students access to the same information through many different media.
2-A variety of assessments are utilized to measure student learning (#050).
-Teacher observation
-Student-made flip books
-Group Discussion
These different methods give children with different learning styles and abilities the chance to excel.
Student's Using Academic Language
Part 1D
Works Cited
Katie Jackson
Western Governors University
Task 1--Part B
Video #050

Using Academic Language
This teacher is instructing a diverse Kindergarten class on the lives of the pioneers. They have already learned a great deal through lecture and a trip to a nearby farm. In this video, the students are working through several learning centers. They build sod houses and covered wagons and also work on building their knowledge of the academic language needed to understand the lessons (#050).
Examining Instructional Models and Strategies
May 25, 2014
Part 1A
Part 1B
Part 1C
Academic Language-The vocabulary needed by students to do the work in schools.
-Discipline-specific vocabulary
-Grammar and punctuation
-Rhetorical conventions
(Academic Language--Defined by PACT)
This teacher uses academic language by:
-Continuously using the terms associated with the lesson (i.e. Oregon Trail, Soddy, vocabulary).
-Reminding the children of the vocabulary that they learned and demonstrating how they can use it appropriately.
Asking Questions with Academic Language
Discussion at the centers is kept on the topic at hand. The teacher asks the children specific questions about their work using academic vocabulary.

-Why do you think a sod house is a good home?
-What would be some of the problems of living in a soddy?
-What is this part of a covered wagon called?
The teacher effectively uses a morning message to promote student use of academic language (#050).
The morning message incorporates a new vocabulary word every morning. The teacher made sure to use new words that would be important to the pioneer unit in the morning message to help the children familiarize themselves with the appropriate language.
Incorporating these new words into a setting that is comfortable for them, gives the students a chance to see the word incorporated into common discussion.

Giving the children an example encourages them to try out the new words for themselves.

This promotes the students use of academic language by making sure that they are aware of how to use them not only in relation to the lesson, but in everyday conversation.
(2012). #050 USA: National Board For Professional Teaching Standards.
Academic Language - Defined by PACT. (2007, January 1). Academic Language - Defined by PACT. Retrieved May 22, 2014, from http://www.csun.edu/science/ref/language/pact-academic-language.html
Active learning is a newly popularized theory of education. It derives from a paper written by Charles Bonwell and James Eison called “Active Learning: Creating Excitement in the Classroom.” According to Bonwell and Eison, looking for five specific characteristics, all of which are seen in video #050, can identify Active Learning.
1-Students are involve in more than listening.
This teacher speaks very little. She guides the students’ activities, but they are completing the work and initiating discussion on their own.
2-Less emphasis is placed on transmitting information and more on developing student skill.
The students are building objects to really understand pioneer life. This helps them develop skills of self-reliance and time management. The teacher indicates that she does lecture from time to time, but the majority of the learning is through individual projects and exploration.
3-Students are involved in higher-order thinking.
These students are expected to compile what they’ve learned through lectures, art activities and field trips into a cohesive understanding of pioneer life. As an example, the teacher asks them to evaluate the effectiveness of a sod house and the children have to explain the perks and problems of living in one.
4-Students are engaged in activities.
The students are very interested in what they are working on. The teacher created this unit in response to student curiosity after a visit to a local farm. The children are active participants in the learning environment.
5-Greater emphasis is placed on students’ exploration of their own attitudes and values.
When the students state an opinion, the teacher prompts them to evaluate it further. It’s not enough to say that something is good or bad; they are expected to explain and support their opinion with evidence.

Bonwell, C., & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. Washington D.C.: George Washington University.
(Bonwell, 1991, p. 14)
Full transcript