5 Describe an instructional resource The instructor in video 403 Applying

# 5 describe an instructional resource the instructor

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5. Describe an instructional resource. The instructor in video # 403 Applying Momentum While Learning and Practicing the Vertical Jump uses an instructional poster to help the students observe how momentum can carry their bodies upward. She also uses hands on activities (jump boards) to practice the principle they are learning.
TASK 1 7 a. Evaluate the effectiveness of this resource. The instructional resources aligned with the developmental process of the third graders. The students are at a developmental stage where they are learning to observe and apply their learning. The students struggle with obstructive analysis at their stage of development, so the hands-on activity they have with the jump boards displaying momentum are great for them. (Snowman & McCown, 2015). The students in this video express their observations in a supportive environment consisting of the teacher and their peers. They each display different levels of application, but as the students observe one another, they are able to visualize the process of momentum b. Describe how you would use an additional instructional. The instructional resource I would have used for this lesson would have been a more objective method to display variability of momentum. . The teacher used their subjective observation by explaining what they saw and felt. I would have searched for objective measurements as well, such as measuring the weight and mass, or even providing a measuring tape to compare each jump. This would allow the students to visualize actual numbers and see in a numerical sense of how momentum is exerted based on objective observations. 6. Describe how students engage in a listening, speaking, reading, writing, or thinking activity that provides opportunities for them to use higher-order thinking skills.
TASK 18were taught the importance of listening, and were directed to listen for certain things in a story that was read, and check off when they heard those things. They had to apply what they were taught about listening to an activity in which they had to listen for things to be able to check them off.a. Describe how to enhance student engagement.In order to enhance the students’ ability to use higher-order thinking, I would add an activity in which students would be able to apply what they learned about listening and analyze whether or not it was being shown in an image. I would display different images or video clips showing people who were using their body language to show that they are listening, and I would show some with people who are not showing that they are listening. I would let the students think about what they had learned about how to show that one is listening and then apply that to these images or videos and let them decide based on their knowledge. In this way, the students would have a clear picture of what it means to listen and what it means to not listen. They would hopefully have a deeper understanding of the lesson and be able to use thinking/analyzing skills. C.As I have observed the different strategies and models shown in the videos, I believe in more of a constructivist teaching model (Snowman & McCown, 2015). My philosophy coincideswith the belief that learning is best utilized through discovery and hands-on activities. One of themain strategies incorporated with learning is asking open-ended questions. The purpose of open-

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