(For Prezi Video) Strategies

How many men?

Finova. Obata?

Um, this my strategies project over my Dundee Elementary, sixth

grade classroom.

I had three sections with each section having about 22

2 23 students and there was pretty evenly split between

boys and girls.

I have the students, um, you know, going from gifted

and talented educational way to students with learning disabilities.

I had students with autism and a th dean, so

there was definitely arrange in right classrooms.

I mean, I hade, uh, the students meet several standards

in this unit.

I was to chain science on, and I was going

over microorganisms with, um so one of the standards I

have, we're structure and function and information processes.

So there were some differences in the objectives to meet

the standards.

So, for example, one of my teams was an underachieving

group where I had them partners all the way through

for some activities, whereas the other classrooms would work independently,

uh, during some activities, such as filling in graphic organizers.

That'll show later.

But I made sure to use inclusive strategies throughout the

lessons about everyone was able to meet those standards.

Um, and the objective that I was given them a

way that I did this waas cooperative learning.

Um, I had them act out, um, and become a

cell. And they did this by working What?

They're, uh, group toe be from Jin himself.

Um, I also have them complete graphic organizer's together, um,

that I show they're on about the cells.

Oh, we completed it as a team with me, and

then they would partner, drop and work with a partner

to complete and compare the other one.

So, for example, plant races animal.

I use these graphic organizers.

Like I said, I have over a plant fell one

for an animal cell, and we used him over the

person. The unit symbol time.

So, um, the first created what they thought a cell

of, like how it functioned.

And then we worked on it together while reading to

complete one.

And then they partnered to complete the opposite, one that

they didn't get.

Um And then finally, I would have the complete a

quiz where they would write the organelles functions.

And then, um, the station teaching was super beneficial.

My cooperating teacher helped.

Like I said, I taught an implant cell.

She taught animal cell.

And then, um, we were able to have better discussions.

More Q And the opportunities, um, with the students to

become more engaged with the content, I use Cornell notes

as I'm joined here on to go ahead and teach

them about the organelles.

Um, here, you see, I have a picture on the

left and then on the right side, we have examples.

Um, an extra information, but the students could write in

tow, help them organize their information.

Um, I have visuals throughout the unit.

One of that images or videos.

I made sure to bring it back.

I want to reinforce that in the students.

I am also had a lot of in kitchen opportunities.

Um, so for the corporate of Maine, like I said,

I had the students act out cell or, you know,

functions of the body that that was I had them.

Each volunteer will learn with organ awas to play that

part. Um, and it really just got them up and

moving and interested in what they were learning because they

were able to actually engage with that physically, Um, they,

uh we're able to choose what Argon el they wanted

to do.

They were able to choose their partner afterwards, when we

were comparing the plant and animal cells, I made sure

to let him do that because, um, you know, they

were for the 1st 2 birds two and three, they

were able to choose people who were going to help

them. But team One, I was I have to pair

them because that a lot of times I just proved

wrong. They choose a friend that they're going to play

with, So that was a little bit different with that

team, that lower achieving group.

Um, I have purposeful group in other groups.

As for a station teaching, um, to make the teaching

environment more positive, the station teaching with an opportunity for

students to be open about questions and have discussions, and

that wouldn't be possible if there was a Chester.

And so are you from pretty consistently to be in

a group together?

Um, I have the cell diagram here that really engages

students agreeable to be a bit creative with that color.

It, um, color coded, uh, this normal students who?

It was an overachiever.

She put in a lot of information, but that is

great. um, they were to label them, color them color,

code it and write something.

Tell them remember what that organ does.

Um, what I said, I also have, um, that out,

Uh, this cell And then also, I have a view

game really encased on it.

Uh, is like the game spoons when you have the

match it, but they much the organ.

I'll name the definition on and, um, be, uh, how

it looked.

Um, instead of parts, Um, those a great time for

them to She was their group in player of fun

came torn.

The organ functions.

Um, I had Carl reading during small groups, and also,

I make sure to do the graduate of these model

and every single loss and to sell that students were

about to take out, uh, to take responsibility, were learning

toward Zeon and complete Indeed, the information.

Um, so the the way that I planned for instruction

waas the pretest.

I was a big one.

I did a coop and they came, uh, created in

the social it later on, uh, it guided me by

telling me what students near what they didn't.

So, for example, 95% knew what organism was but only

19% new Or guessed what I felt all those words.

So all right.

Did not focus on organism as much.

I given the definition that gave me examples, actually, so

they knew what it was.

It was really well ingrained in their brain.

Um, but so what?

I gave them examples.

I showed them visuals.

I emphasized what it does and why it was important

from this.

I also created a quisling group where I have some

students, um, check in with me after they created a

quiz lit and checked in, You know, every so often

to see that they were studying because we're like the

very low roof that needed extra study time on DDE.

That makes such a difference.

This was one of the students.

He got that 83 when he had consistently been gaining

ones and zeroes here.

I show what he missed in the 1st 1 with

the black axes.

And then the red marks are working this this time.

So huge difference.

Um, because of that extra study time, um, I also

have done, huh?

The the quiz one to also help me with planning

through the instruction.

Um, the quiz one that I did with, um showed

the growth of this student.

Um, but it also showed me where to go.

I want to be teach.

So they didn't know chlorophyll.

That was a completely missed question on Quiz one.

And, um, because of that, I know that they need

to go back, bring back the plant cell and re

teach that.

All right, Um, I also used observations as a tool

to ah, fast.

Um, you know, having asking them questions, you haven't turned

talking less.

And then all the conversations really helped me understand whether

we're at and plan on what was going to focus

on in the next one.

The creative cell they created that solved before I have

them actually learned the cells and do this all diagram.

I'm just It was a fun interactive by to see

what they know about cells.

Um, the way that I measured their progress, of course,

of the pretest I started on the average for my

hire. Children got 57 my little work out of 50.

I wasn't able to do somebody so comparative to the

first quiz.

The higher treating your butt in 82 in the longer

Chief, you got a 72 so immense growth on the

shell that they were gaining information and I showed me

that they were progressing.

Um, the graphic organizer's showed growth as well.

The plant and animal cells that were turned in, um,

after we did the small groups and then, uh, the

we're going to also felt one of those in on

their quizzes.

When I got close to out on abortion, I don't

get out because of the shortened school year.

Um also observations during, um, my noting I took observations

during note taking, So I walked around and ask questions

and the hats didn't turn talk and left him in

a sad open discussions constantly toe.

See what?

Whether thinking waas Um and a lot of them challenged

me with your thinking, but it was great because it

really opened up that conversation for a lot of students.

Um, and also the review game.

And they're, uh that helped me or that was going

to help me, Steve, where the students were by keeping

track of which words were commonly missed.

Unfortunate. I didn't get to do this either, but it

would have been a great way to see where they

were. This data chart here, this is Excel was their

pre test.

Um, and it just showed, like, the average so across

waas But each student how they did and then down

it was the percentage of of right answers for question.

So I knew which ones to focus on, um, the

way that I monitored and engage them waas Guys, those

graphic organized.

They were awesome.

Especially with an option of concept like microorganisms.

Um, I provided the graphic organizing things and the lab

sheets and the rubric and all of the vocabulary.

You know, up front on night, let them know that

that was what I was going to be on the

summit of assessment.

Um, it was all just living up to that's emitted.

I gave them feedback for all of this strategies.

Um, the graphic organizers returned in, graded returned, so as

well, it's a quiz is they were grated, kept track

of their They're great.

And then I turned it on.

You turn it back into them.

So that way they had something to study with.

Um, one of the assessment tools that I had given

them was a rubric for the lab.

I, uh, made sure they knew what it was that

they were gonna do.

A band.

Um, I didn't get to finish that.

Unfortunately, it was something that was going to girl mold

over spring break and then come back and talk about

it afterward.

Um, I have students engaging in pure assessing by talking

to each other with the plan on the cell organizer.

Will they compare them and also with their lab right

up? I was gonna happen, partner up, read it, give

each other feedback before coming and checking in with me

to make sure that they had all of the points

on the rubric before they submitted it.

Um, I also, um you know, Chuck, there's progress all

the time.

I have this sheet here, which I would do before

submitted into infinite Compass, where they would this pre test

grade shows where they were up, and then I hot,

you know, whether or not they did it.

I have the people that were on my clothesline group,

and then that was too.

So it definitely shows that progress.

I have blank spaces for the upcoming assessments that I

was going to do and didn't have a chance to.

Um But you see there that I did track it

on my down, but put it into the bin.

In campus, I used Cornell notes to teach the students,

as I mentioned before.

Sorry. This is acting up.

Um, according to the research, it master help students knowledge

and masses of information.

It keeps them organized and helps them to make connections

with that information.

So I think that's definitely true.

Here. I have my Cornell no example.

The way that they wrote it in there, no.

(For Prezi Video) Strategies

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