Domain+3+Instruction


 * //"Not only am I teaching students to learn, I am also giving them the opportunity to teach me things as well. We all can be teachers in the classroom." Persephoni Moore//**

= = = = = = =//** Component 3a: Communicating Clearly and Accurately **//= Directions and procedures

**//Objectives//**



to be displayed in the classroom for them to see. Objectives need to be stated at the beginning of a lesson, during the lesson (at least 2 times) and at the end of the lesson. In order for those objectives to stick with sutdents, students need them to be connected with real life experiences. These objectives are in kid friendly language and are connect to the standards that are being taught. || This is the first and foremost important part of instruction. In order for students to learn, they need to know what they are learning and why they need to learn it. I believe that I am proficient in this component. I would like to know how to connect it more to real life besides the fact that students will need to know it in the future so they can use it in high school. || =//** Component 3b: Using Questioning and Discussion Techniques **//= Discussion techniques Student participation
 * **Explanation** || **Reflection** ||
 * Students need to have clear objectives and they need

Kagan Strategies--Check Them Out! and student participation are Kagan techniques. Using these techniques, I can use interactive activities during instruction to get students talking about the subject. Kagan techniques are great to use in the classroom. || I am a total "Kaganistic", if you will! I really love to use these strategies in the classroom and they have proven to be effective in students' learning. I love the interacting that students can have with each other and even how all the students can participate in an activity. It gets the students' minds working and prepares them for lessons, activities, and assessments. Using Kagan in the classroom, I consider myself proficient in this component. || =//** Component 3c: Engaging Students in Learning **//= Activities and assignments Grouping of students Instructional materials and resources
 * **Explanation** || **Reflection** ||
 * The techniques that I can use for discussion

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classroom for students during math. In my classroom, I would like to have students work in small centers after a lesson in order to engage their learning for math while I meet with a small group of students. This //MATHO!// game would be a great center, or activity, for students to use for review. || I believe that when students have engaging activities rather than just worksheets, they do better on assessments and the material that they have learned will stay with them throughout their schooling. I find myself to be proficient in this component. I love to create different activities that engages students to want to learn difficult subjects like math. || =//** Component 3d: Providing Feedback to Students **//= Quality: accurate, substantive, constructive, and specific
 * **Explanation** || **Reflection** ||
 * This is an example of an activity that I would have in my


 * Oral Presentation Rubric : Gold Rush Reader's Theater**

Student Name:


 * **CATEGORY** || **4** || **3** || **2** || **1** ||
 * **Preparedness** || Student is completely prepared and has obviously rehearsed. || Student seems pretty prepared but might have needed a couple more rehearsals. || The student is somewhat prepared, but it is clear that rehearsal was lacking. || Student does not seem at all prepared to present. ||
 * **Enthusiasm** || Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * **Speaks Clearly** || Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. || Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. || Often mumbles or can not be understood OR mispronounces more than one word. ||
 * **Posture and Eye Contact** || Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. || Stands up straight and establishes eye contact with everyone in the room during the presentation. || Sometimes stands up straight and establishes eye contact. || Slouches and/or does not look at people during the presentation. ||
 * **Props** || Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. || Student uses 1 prop that shows considerable work/creativity and which make the presentation better. || Student uses 1 prop which makes the presentation better. || The student uses no props OR the props chosen detract from the presentation. ||

Students need to know what it is that they are being assessed on! Rubrics are a great way to give them feedback on an assignment. || There are more ways to give feedback to students besides rubrics, but they are helpful to students to see what areas they need to improve on. Rubrics help students also see the areas they need to focus on in order to receive the highest grade possible. I like to give students rubrics right before they are about present or finish up a project to see what is expected of them In some cases, I will give students rubrics right at the beginning so they know what is expected of them. ||
 * **Explanation** || **Reflection** ||
 * This is a rubric for a Reader's Theater on the Gold Rush.

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