100%(33)33 out of 33 people found this document helpful
This preview shows page 1 - 2 out of 2 pages.
1/Nichole Nakadate6th Grade Social Studies - Economics of Latin AmericaMrs. Nakadate begins by telling students about the lesson agenda and gives students an opportunity to prepare mentally for the content of the lesson. This is especially important when carrying over content from a previous lesson. Make note, though, that a lesson agenda is not the same as the learning objective.1. What 3 things did Mrs. Nakadate do that provided structure for her students'peer collaboration time?Mrs. Nakadate used a timer so she could maximize her instructional time as well as let her students know that they only have a limit amount of time to do the assignment. She also reviewed the questions that were being discussed as the students were working together. The teacher reviewed the guidelines so that her students know what social boundaries are put in place when in discussion. 2. Watch Mrs. Nakadate's interaction with groups. How does she utilize questioningto engage students and stimulate higher levels of cognition related to GDP vs. GDP per capita?She asks students questions where they have to elaborate on the topics. Mrs. Nakadate asks her students to think and connect how GDP and GDP per capita. She starts her questions with “Why” and “How does it compare”. She makes sure to give praise and encouragement.