0 оценок0% нашли этот документ полезным (0 голосов)
43 просмотров4 страницы
Grade 11Canadian Criminal Law & grade 12 - Canadian & International Law. I utilized a variety of visual aids embedded throughout my lessons and unit plans. The grade 11's benefited from the Jury Duty Video available on the Ontario Attorney General Website.
Grade 11Canadian Criminal Law & grade 12 - Canadian & International Law. I utilized a variety of visual aids embedded throughout my lessons and unit plans. The grade 11's benefited from the Jury Duty Video available on the Ontario Attorney General Website.
Grade 11Canadian Criminal Law & grade 12 - Canadian & International Law. I utilized a variety of visual aids embedded throughout my lessons and unit plans. The grade 11's benefited from the Jury Duty Video available on the Ontario Attorney General Website.
& Grade 12 Canadian & International Law: In order to appeal to students who are visual learners, I utilize a variety of visual aids embedded throughout my lessons and unit plans. For the grade 11, and grade 12 students, Power points were an excellent source that I utilized to assist students who learn visually. The power points were often supplemented by notes pages as well as fill in the blanks to help students stay on track. In addition, I utilized a variety of media clips including you tube clips as well as films to help students understand the curriculum content that was used. For instance, the grade 11s benefited from the Jury Duty Video available on the Ontario Attorney General Website which helped them to understand the Jury selection process and participate in their own jury selection process. The grade 12s watched a variety of contemporary films during their International Law unit such as Argo, and Beyond Borders to get a better understanding of modern international issues that the world is facing. Grade 7/8 : The full grade 8 and grade 7/8 split class also benefitted from visual aids including the use of their I pads as well as White Boards to help them explore curriculum content and stay focused on a task. The students used their White Boards in their groups to brainstorm ideas which provided them a way to organize their ideas in a visual manner. In addition, they used their I pads to research topics in their groups and create presentations when they participated in Jigsaw learning activities wherein they would become experts on a topic and teach that topic to their peers. Grade 11- Canadian Criminal Law & Grade 12 Canadian & International Law. Students in both the grade 11 and grade 12 classes learned through a variety of auditory means. For instance, lectures, guided discussions,
Reflection Statement(s) on how this
experience enhanced your practice/awareness/ overall development I felt that the students benefitted from the visual supplements I used as they enjoyed the films and often asked questions about some of the content if they needed more information or found something interesting in the videos. Students were always excited at the prospect of engaging with media clips and films. When they watched films they were required to fill out assignments related to the film and so they were encouraged to complete their work while they watched the films. I thought that this allowed students to reflect on what they were learning as well as learn the material in an interactive way. I found that not only students who were visual learners, did well on these assignments, but so did the other students as well. Consequently, I feel that providing a variety of visual aids help all students to be more successful when it comes to their learning.
I feel that by utilizing a variety of auditory
methods throughout my lessons benefitted students who learn better by processing information through listening. This is because I varied my instruction by incorporating peer teaching, and video
Type of Grouping
debates, presentations, and guided
discussions were utilized. The students who learn better by listening were also supported through lessons with the help of visual aids to supplement the information that was being taught. The grade 11`s had opportunities to work together in their groups to work in groups and present their findings in group presentations. This allowed students to learn in auditory was as they first had to participate in their small group discussions then orally communicate their findings to the other students. This provided an opportunity for the student teachers as well as the audience to learn by communicating verbally with each other. The grade 12`s also had opportunities to learn in auditory ways as they often participated in class discussions wherein the discussions focused on a variety of curriculum content and students were encouraged to learn from one another. They looked at current cases such as the Christopher Husbands Murder Trial (2014) and discussed the various elements involved that were tied to the curriculum. Grade 7/8: These classes were taught using a variety of auditory teaching aids. This included Power-points, short clips, and class discussions. Students were given the opportunity to participate in debates where they worked in small groups to formulate their arguments and come up with rebuttals. The students were encouraged to communicate with each other in their small groups and present their arguments in a structured format. This helped students who learn better through verbal means because they learned how to formulate their ideas into structured arguments and present it to their peers in a constructive way. This allowed them to communicate what they learned to their peers effectively as well as learn from their peers by actively listening to their peers` opposing arguments. Grade 11- Canadian Criminal Law & Grade 12 Canadian & International Law: The grade 11 and grade 12 students were given an opportunity to develop their learning through a variety of groupings. At times the students worked individually, in small groups, in large groups and as a class as a
clips which gave students an opportunity
to learn the curriculum material from a variety of sources. I think that students need variety when it comes to auditory teaching because lectures can be overwhelming for students at times. Therefore, it is imperative that lectures include the Socratic method where students are encouraged to answer questions throughout the lesson to ensure that they understand the information that is being presented. In addition, encouraging discussions about issues is also an important component for the auditory learner because it provides a platform for them to get involved and reflect on their thoughts. Moreover, I felt that the variety of auditory options that were presented to students allowed all students to actively participate in classes and get a better understanding of the course themes and content that was being taught.
Ensuring that students have the
opportunity to work in different types of groups is a component that I incorporate into my teaching. I do this because students may learn the information differently based on the conditions that they are working in. For instance, some students prefer to work individually and
Task Organizatio n
whole. This was important to incorporate
into the lessons because students learn material in a variety of ways. Some students do better when they can work by themselves while others do better when they have the support of their peers. Both the grade 11`s and 12`s had an opportunity to complete all the different types of grouping for their Mock Trials. They were required to research their roles individually, then work in their small groups to develop their arguments. They then conferred with the other groups and worked as a large group to organize their mock trial. Finally they worked as a whole class to present their mock trial from start to finish. Grade 7/8: Incorporating different types of grouping was imperative for the grade 8 and grade 7/8 split class. This is because students at this stage are still figuring out how they work best. As a result, students at times worked individually on their cereal box projects where they researched a historical figure and created a memorabilia box with all the important aspects of the historical figure`s life. Students often worked in small groups on their I pads to share resources and in large groups when they participated in team debates. The students also had class discussions on various course topics to ensure that students understood the material. Grade 11- Canadian Criminal Law & Grade 12 Canadian & International Law: In the grade 11 and 12 classes, I found that each class has its own personality and so depending on the class, one may need to organize tasks to fit the needs of the students in the different classes. The grade 11 class was an open level course and so I tended to give them longer time periods to get work done as some students needed the extra time. The grade 12 class was very task focused and so I found that the pace was quicker as they did not need as much time to complete tasks. Grade 7/8: The grade 8 class was a quick pace class and worked at a steady pace. The grade 7/8 split class had longer time periods to work on assignments for a variety of reasons. For one, one grade
do better when they have an opportunity
to do so. At the same time, other students may do better when they work in a group and can share their ideas and thoughts with others and get feedback. In addition, it is important to take note of different personalities and understand that some students are shy and may not participate in a large group discussion. Therefore it is important to give the students as much chances as possible to work in a variety of scenarios. I also think that different types of grouping in an important teaching strategy this prepares students for the various roles that they will take on later on in life. For instance students may have to give presentations in the future so giving them a chance to work in different group setting allows them to learn how to collaborate with others. I found that giving students the opportunity to work in different types of setting allows students to learn more about themselves and how they work best. I also found these different types of groups provide an opportunity to assess communication among students who shy away from large group discussions. While these forms of groupings are important to a classroom, I have also learned that it requires close monitoring to ensure that students are on task and that students are sharing the work appropriately. These observations apply to both sexes as both groups can get into discussions that vary from the subject at hand. I found that task organization is an important component that I have incorporated in my teaching for different learning styles. This is because I have found that classes have their own personalities and so at times, the pace has to be modified for individual students or entire classes as a whole. As a result, sometimes the pace of teaching and the style of teaching have to be modified to ensure that all the students in the class are successful. In addition, there are students who require modification to lessons due to their IEP`s and so I have learned that it is imperative to know the students needs as soon as possible in order to incorporate these individual needs to ensure student success.
level would have to be working on a task
individually while the other grade level was being instructed and vice-versa. Also, the grade 7/8 split had a high needs ratio as many students required IEP accommodations and so extra time had to be built into the lessons for these students.