environmental characteristics

1. Describe a particular age group (high school) and setting in which you hope to teach. Be as specific and detailed as possible. Help readers see the context in which your lesson will take place. How many students will you have? Identify at least two students you will have to adapt or modify your lessons for based on special needs, language issues, academic functioning levels, behavior problems, etc. What environmental characteristics will you probably find yourselves in?

2. Describe your project (be sure to include goals and objectives). Explain the reasons you struc-tured the plan as you did based on what you have learned from the research on effective instruc-tion and other relevant theories. In the midterm you talked about how learning theories can be applied. talk about how teaching practices accommodate particular learning processes. How will you scaffold activities and break down the content you hope to teach into a form that stu-dents can understand? What will you do to ensure that your agenda comes across clearly to children/adolescents? What cognitive processes are likely to be called forth by your agenda? How will you modify your lessons or provide accommodations for the students you identified earlier?

3. What will you do to help your students sustain motivation? Imagine that you are talking to a skeptical adolescent, parent, or principal. How will you convey that your activities are age-appropriate? Which motivation theories best support your practices? Will it be helpful to talk di-rectly to your students about how they sustain motivation? What have you done to set up or structure your learning environment? Explain.

4. What will you do to help your students regulate their own study habits, learning, and com-mitment to your activities? Discipline is a central feature of academic success, but students may not know how to study or sustain a commitment to learning when the work is difficult. What re-search supports your decision? How can you create an environment that supports high levels of moral and academic engagement (e.g., curiosity, creativity and thoughtfulness)?

5. How will you assess students’ progress in your plan? How is that likely to be associated with more general standardized testing? What research supports your plans? What are students likely to think about the kind of feedback you are planning to offer?

6. Write a description of the things you learned from each type of feedback you received. What did you learn from your external informant? What did you learn from the class-level feedback? What went especially well? What would you have liked to do, but could not? This description should serve two purposes. First, you should help readers see how you allowed possible “clients” to critique your teaching agenda. Second, you should start to develop a language for convincing your students and those who care about them that your approach to schooling is valid, while staying open to new possibilities.

6.
External feed back
make strong lesson plan
know where students stand (what they know and in what you need to work more)
explain step by step and ask questions
whenever problem is complicated, start with easier then move to harder
student suppose to participate in all assignment so they don’t feel lost

class-level feedback
face student not the board, more eye contact
slow down and ask question
explain step by step
first provide definition to math term and then show how it works

I could explain better ask, students about all the steps and I just solve equation really, I was so nervous that’s why, I think next time it would be better.

7. Make sure to use at three one research article and one instance from the several lives in progress readings and videos that we have seen during the semester.

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