Table 3.2.

1 Narrative Reflection of Video Recorded and Observed Lessons 1 & 2 (limited to 2 pages) Instructional Strategies Questions Lesson 1 The varying strategies allowed for all learning styles. Direct instruction provided the students with the information they needed. The student-centered and reinforcement activities gave students an opportunity to work hands-on with the material. The formal and informal assessments showed me what the students learned. 21/27 students met the objective of the lesson. I observed the students counting the pennies (one cent, two cent, etc.) during independent time. The varying instructional strategies were geared towards each individual learning style. The lower functioning students needed the step-by-step instructions to stay on task. The higher functioning students did better when given the opportunity to explore the penny. The subgroup was able to follow along with the lesson due to the foster grandmother sitting with them. The students were actively engaged in the lesson when they were given time to explore the penny on their own. They used higher level thinking when they had to determine how many pennies were needed to purchase the items during the buying activity. Lesson 2 A review of lessons 2-5, the beginning of the lesson was teacher-centered and the end was student-centered where they demonstrated their knowledge of the material. This positively impacted the students in that objectives 1 and 2 were reviewed and checked for progress prior to moving on to the next lessons and objectives. The chart worksheet was used to assess students progress of the objectives. The chart activity showed me that most of the students mastered coin identification, but needed additional lessons on adding coins. While this was a review, there were several strategies used. A review of the coins was teacher-centered followed by student-centered activities coin identification through song lyrics and chart activity where students glued coins in appropriate spaces and added them by their values.

Overall, how did the instructional strategies for the lesson positively impact learning for all students? How do you know students met or did not meet the objective(s)? Justify response with specific examples/evidence from the video.

In what ways was the use of instructional strategies to address the diverse cognitive, emotional and social needs of all students successful? Provide specific examples.

Describe how students were meaningfully engaged in active inquiry and higher level thinking.

The students were actively engaged throughout the whole review they identified the coins, they found the corresponding coins during the song, and they completed the chart on their own. Higher level thinking skills were used during the chart activity when the students had to coin the coins by their values.

How were instructional strategies effective in providing equitable learning opportunities for all students? Provide specific examples. Was integration within and across content fields successful? Provide specific examples. Classroom Learning Environment Questions Describe how a variety of verbal and nonverbal communication techniques were used to foster active inquiry, collaboration, and supportive interaction in the classroom. Provide specific examples. How conducive was the overall classroom learning environment in supporting positive social interaction, equitable engagement, and self-motivation? Provide specific examples.

Differentiated instructional strategies were used. The coloring worksheet and exploration were for the visual learners. Direct instruction assisted the auditory learners. Exploration was for the kinesthetic learners. Social Studies was integrated into this lesson. The students learned what president and monument were on the penny and where it came for. This integration was successful more than half of the students were able to identify the president on the coin. Lesson 1 Direct instruction, support, and teacher feedback were the verbal communicators. The exploration of the penny was the nonverbal communication used. The group seating arrangement allowed for collaboration among peers. During the exploration time, the students were talking within their groups about the features of a penny. The environment played a large part in the success of the instruction. The seating arrangements allowed me to easily walk around from group to group during direct instruction and to view all the students from anywhere in the room, allowing me to observe their progress.

As a review, the instructional strategies included a song (auditory), document camera identification review (visual), and chart (kinesthetic) activities to appeal to all types of learners. Social Studies president on coin was reviewed. Almost all of the students were able to identify the president on the penny and dime, a handful remembered all the presidents, and about 8 students could not identify any of them. Lesson 2 The students provided verbal responses to verbal questions asked during the review, they provided non-verbal responses (holding up appropriate coin) during the son. The chart activity allowed for active inquiry.

The environment played a large part in the success of the instruction. The seating arrangements allowed me to easily walk around from group to group during direct instruction and to view all the students from anywhere in the room, allowing me to observe their progress.