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January 11, 2016

Grade Stem: Effective Questioning in STEM Projects:

1. What protocols do you follow in forming student groups for projects? How might
you improve those protocols?
When forming groups, I usually mix students based on their ability levels. I pair up high
performing students with low performing students as a way to help their peers improve. I also
pair more outspoken students with students who are shy to help them build their confidence and
speaking skills. I think my reasoning for pairing and forming groups has been going well. I
seldom have students chose their own groups because they tend to choose their friends and
work doesn't get done or the teacher will need to control the amount of side conversation that
goes on.
2. What can you do to prepare students to ask each other meaningful questions
during group presentations?
We can start off with simple questions and build on it- for example, have students sit in a circle
and ask each other questions pertaining to a certain topic. For example: what is your favorite
toy? why is that your favorite toy? As time progress, continue to have students practice asking
questions pertaining to a topic but also allow students to explain their reasoning for choosing
that certain toy or process. Practice, practice, practice.
3. In what ways could you enhance the engineering focus of the activity by guiding
the students to describe their roller coasters mathematically? For example, height of
roller coaster, distance traveled, average speed in inches per second, proportion of
base dimensions to total height, number of right triangles created in the roller
coaster, etc.
I would provide students with a list of math questions that they would work on answering as they
created their design. Also, as group roles are assigned, one role could be the "writer" and that is
the person who will write down all the information as they go along. It gives students direction
and information that they could share when they present their projects to their peers.
4. Since viewing this segment, what improvements have you made to your protocols
for creating student groups for projects?
I feel that I create groups in a way that benefits all students. Students are able to work with other
students who have different genders, interests, ability levels, thinking methods, etc, as them.
This allows them to be open minded to other people's opinions and thoughts.
5. How have you prepared students to ask each other meaningful questions during
group presentations?
We've practiced asking questions about specific topics to each other to initiate the conversation.
Then, we come up with a list of questions as a class, and eliminate questions that are not
meaningful, to kind of guide students in the direction of what kinds of questions to ask.
6. What plans have you made to enhance the role of math in your STEM lessons?
I've made Math more hands on and more interactive. Students are able to use manipulatives,
objects, shapes, etc. to help them learn Math in a more meaningful way.

February 22, 2016

New Vocabulary in Sentences PreK 3rd Grade
1. What methods do the teachers in this segment employ to facilitate students
using new vocabulary in sentences?
They use flash cards that depict the word and the meaning of the word and show it to the
students. They had students talk with a partner and discuss what the word means, what kind
of clothing do you wear, and how does it feel. Teachers also had students identify position
words in sentences and complete sentences using position words.
2. How might you implement the vocabulary strategy featured in this segment
(using new vocabulary in sentences) in an upcoming lesson?
When teaching a new lesson, I always introduce the vocabulary and the meaning of the
vocabulary, just as shown in the video. By doing so, it helps students understand what they
will be learning and they will also comprehend what is being said when the word is being used
during the lesson.
3. How does the vocabulary exercise demonstrated in this segment improve
student knowledge and retention of new vocabulary before, during, and after
reading?
Before reading: students are aware of the lesson and the vocabulary being used.
During reading: students will better understand what they are reading.
After reading: students will be able to use the vocabulary into other content areas and
everyday dialogue.
4. Since viewing this segment, what efforts have you made to implement the
strategy of using new vocabulary in sentences in your teaching?
I have created flash cards that are used when introducing new vocabulary, just as shown in
the video. Students grasp the meaning quicker when they can visually picture the meaning
and make sense of it. I also project the meaning on the board, create bubble maps of
different responses and have students create a simpler meaning that is easy for them to
understand.
5. How has implementing this strategy in your lessons improved your students'
learning and retention of new vocabulary? If you haven't implemented it, how
might you include it in an upcoming lesson?
This strategy has helped students retain the meaning of the new vocabulary words
because they are able to make a connection between words and an image that they were
shown. Most of my students are visual learners, so I must provide visuals, guided practice,
manipulatives, hands on activities, etc. to assist in teaching lessons.
6. Since viewing this video, what adjustments have you made to how you teach
new vocabulary to your students?
I continue to teach new vocabulary to my students the same way as shown because it has
worked throughout the school year.

March 14, 2016

Effective Transitions
1. Since viewing this video, what adjustments have you made to how you teach
new vocabulary to your students?
The directions given to the students were clear. Students understood what was expected
of them. Establishing transition steps early in the year is important so that students are
aware of what the classroom expectations are. Teacher must be consistent with transition
steps.
2. How can you incorporate effective transitions into your own classroom
management practice?
The expectations in my classroom are discussed daily and students are aware of the rules
for inside and outside of the classroom. Classroom management is very important to me
because I feel I can concentrate more on teaching and my students learning, and not focus
too much on classroom management and correcting student behavior.
3. What other strategies or techniques might you develop to maximize
instructional time and foster an organized classroom environment?
I think the strategies and information presented in the video are very good. I try my best
to always have control of my classroom and ensure my students are on task and following
directions. I establish rules and procedures early in the year so that students are aware of
what is expected of them. I try and be as clear with directions as possible, so students are
able to understand my directions and follow them.

March 14, 2016

Entry and Exit Procedures: Elementary
1. How were the elements of effective entry and exit procedures (as outlined in
the guidebook for this segment) demonstrated effectively in this segment?
What other elements could contribute to effective entry and exit
procedures?
Entry and exit procedures must be clearly stated and ensure students understand what
you are asking of them. Entry and exit procedure must be efficient, orderly, and consist. I
have my students say the line up rules before leaving the classroom. I have them "fix
themselves" and evaluate if they have completely followed the entry and exit
procedures.
2. How can you incorporate entry and exit procedures into your own classroom
management practice?
Entry and exit procedures are just as important as transitioning from one assignment to
another in the classroom. Rules and procedures must be clearly stated, which helps

students maintain their focus and make full use of instructional time. It's important
students are aware of how to enter and exit the classroom in an orderly fashion, it's
save, it's showing them how to be responsible and respectful, and teaching them how to
behave and act in the community.
3. What other strategies or techniques might you develop to facilitate orderly
transitions and maximize instructional time for students?
I ensure students are ready before entering and exiting the classroom. I ensure they are
in order and are following the school and classroom rules. I ensure that procedures and
steps that need to be taken are clear and that students know what to do. Rules and
procedures are established in the beginning of the year, and we continue to practice
and practice and practice, until students are able to do the procedures themselves.

April 18, 2016

Group Work: Talking Chips Elementary
1. What skills can students learn from turn-taking strategies like the talking
chips employed by Ms. Williams?
Taking turns, being respectful when someone else is speaking, everyone's opinion and
thoughts are important, listen when someone is speaking
2. What procedures related to the talking chips strategy did you observe in
this video segment?
Cooperative groups, working on speaking skills, wait until its your turn to speak,
everyones opinion matters and everyone will have a turn to speak and must participate
during the group activity.
3. How would you adapt the talking chips strategy for use in your own
classroom?
I would like to use this talking chips strategy in my classroom. Its an inexpensive
strategy and it looks like it teaches a child more than you think. Students will begin to
respect other peoples opinions, listen when someone else is talking, take turns, and
teachers can ensure that everyone is giving input during the lesson.
4. How have you implemented or adapted the talking chips strategy for your
classroom?
I have not implemented this strategy in my classroom, but I will next school year.
5. How will you teach students this strategy and promote its use in your
lessons?
I will begin with one chip for each student, slowly getting them used to using their chips.
I will also pass a ball around and the only person holding the ball can speak or answer.
Then, once the ball is passed to another student, they will be able to speak. This will
help teach students about taking turns and understanding you can only speak when it is
your turn.
6. How will you promote this strategy in your classroom?

I always teach my students about respect. I always teach my students about respecting
their peers and themselves and being polite and kind to others. This strategy will help
me reinforce respect.