Assessment Description Pedagogy is a broad term used to describe the science and art of effective teaching. Student learning is reliant upon a teacher’s ability to select specific methods and strategi
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Assessment Description
Pedagogy is a broad term used to describe the science and art of effective teaching. Student learning is reliant upon a teacher’s ability to select specific methods and strategies that meet the needs of all students.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Observation
Observe your mentor teacher in your chosen content area delivering lessons and interacting with students. While observing one specific lesson, take notes using the “Observation, Interview, and Reflection” template .
Part 2: Interview
Outside of class time, interview your mentor teacher on his or her instructional strategies. Keep in mind the most recent lesson you observed and the pedagogical approaches used during this lesson.
Include the following topics in your interview:
- What effective, research-based pedagogical strategies does your mentor teacher typically use during instruction?
- How does your mentor teacher connect instruction to students’ backgrounds and interests?
- How does your mentor teacher differentiate instruction to meet the needs of exceptional students, including students with gifted abilities, students with disabilities, as well as English language learners?
- How does your mentor teacher integrate technological tools into instructional planning and day-to-day professional practices?
You do not need to submit interview notes to the LMS, but you are strongly encouraged to take notes to inform Part 3 of the assignment.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 3: Reflection Summary
In 500-750 words, summarize your observation and interview with your mentor teacher, as well as synthesize outside research to further your understanding of best pedagogical approaches. Drawing on your observation and interview, address the following questions in your reflection:
- What effective, research-based pedagogical strategies did you observe during the lesson? What strategies does your mentor teacher typically use in instruction?
- How does your mentor teacher connect instruction to students’ backgrounds and interests?
- How does your mentor teacher differentiate instruction to meet the needs of exceptional students?
- How does your mentor teacher integrate technological tools into instructional planning and day-to-day professional practices?
- What pedagogical approaches do you anticipate using in your future professional practice?
Synthesize what you experienced in your mentor teacher’s classroom or learned in your interview by drawing on outside scholarly resources to support or extend your understanding of best pedagogical approaches.
Support your reflection with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Assessment Description Pedagogy is a broad term used to describe the science and art of effective teaching. Student learning is reliant upon a teacher’s ability to select specific methods and strategi
Planning Instructions Name Institutional Affiliation Planning Instructions The community demographics that should be considered include age, gender, family composition and race. This will help integrate instructional and curriculum strategies by tailoring our educational programs accordingly. Research has shown that relevance is crucial to motivating students’ learning intrinsically (Briggs, 2014). By establishing both real world and personal relevance, learners are given an essential chance to relate course subject matter to the world around them. The following are ways that teachers can make learning engaging and personally relevant to students. Connecting the topic to their lives and what they already know: This strategy allows teachers to brainstorm regarding what the learners already know as well as what they enjoy learning concerning a topic. This goes a long way in ensuring teachers develop goals that align with their students’ needs. Make it student-directed: This strategy is when the teacher gives learners a choice of course works on a specific topic or asks them to propose one of their own. Learners who are involved in lesson design understand the lesson goal better and become emotionally invested and more attached in the outcomes of the learning. Building relatedness: Relatedness also provides relevance to learners by creating a relationship between the teacher and the student. This is deeply associated with a learner who feels that the teacher respects, genuinely like, and values them, which piques the student’s interest in what the educator has to say. Thus, this aids the learner in seeing that the topic is worth knowing by showing how it fits in their future and current frame reference. A teacher can also promote a sense of relatedness among learners through group work and class activities. Reference Briggs, S. (2014, October 4). How To Make Learning Relevant To Your Students (And Why It’s Crucial To Their Success). Retrieved from Opencolleges: https://www.opencolleges.edu.au/informed/features/how-to-make-learning-relevant/#:~:text=Build%20relatedness.&text=Students%20come%20to%20value%20what,content%20is%20to%20the%20instructor.
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