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Discussion: Instructional Approach

Student’s Name
Course
Tutor’s Name
Date
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Give an example of a B-D-A Framework literacy activity that you would use in your unit
plan lessons for your content area. Why did you choose that activity?
An example of a B-D-A activity will be the "Do Now" literacy exercise that will be used

in the classroom to teach French. Students are given a limited amount of time to react to a

thought-provoking topic or statement known as a "Do Now" (usually 3-5 minutes). It may be

written on the board, shown on an overhead, or sent to students in a packet. The goal is to

encourage students to express their ideas in writing without regard to whether or not they are

right, as well as to keep them focused on the issue being taught that day. I want to employ this

concept as "at the bell" activities to facilitate a smooth transition between the hall and the

classroom time. I can utilize it for other purposes as well

B- Before (Pre-Reading) – Introducing the new unit or the next concept in the unit

D- During (Reading & Rereading) – Quickly reviewing a learned concept

A - After (Post Reading) – Getting thoughts on paper for later discussion or reflection

I choose this activity because it's a great way to keep students engaged in the classroom.

Having a "purposeful start" helps to "set the tone for the day" I will be able to save time and

effort by keeping students on target as soon as they enter the classroom, rather than having to do

it when the class begins. To ensure that all students are ready to take on new material, teachers I

will concentrate on those who are disengaged or have specific needs by assigning them a non-

threatening introductory assignment they can do on their own. Students are more likely to stay

motivated and engaged if they are given opportunities to "do now" activities. At the beginning of

the course, engaging activities assist to establish a risk-free atmosphere and foster group learning

(Michael, 2006). They assist students prepare for more typical class activities, which are more

challenging. As a result, students get better results in school.

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What are some resources you might use in your content area other than a text? Why

would those resources be useful for your chosen unit of study?

In teaching French vocabulary, I will also use other resources such as dictionaries,

thesauri, and even asking other individuals for help in my area of expertise. With the use of

cellphones and laptops, I will demonstrate various word-solving tools. Because dictionaries and

thesauruses aid writers of all levels of experience and skill, these materials are excellent for my

class. Students may use dictionaries to learn the exact meanings of words, while using a

thesaurus correctly can help students understand the subtle variations between words'

connotations.

How might you incorporate a cooperative learning activity in your unit of study?

What will the activity be? Why do you think it will work well in your unit?

Cooperative Learning may be started by forming pairs rather than whole teams. I will

divide the kids into "home groups" and "expert groups" and give them a distinct vocabulary used

in our everyday activities to help them learn how to work together on tasks like Jigsaw. Their

expert group helps students investigate their French vocabulary and then they return to their

home group to educate them about the terms they have learned. Everything works together to

create a finished product. The children in my class will be involved in this exercise and held

responsible for their learning, thus I believe it will be successful. Everyone in the group must put

in the time and effort to ensure that all members are well-versed in French vocabulary.
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References

Michael, J. (2006). Where's the evidence that active learning works?. Advances in physiology

education.