Instructional+Design+-+Lupita

=Overview=


 * Grade Level:**2nd grade
 * Subject Area:**
 * Number of Students (average):**20-24
 * Years of Teaching:**4 years

=Description= Answer the following questions as if you were giving advice to a student teacher. discussion of my approach to instructional design?** ||  ||   || In order to introduce a discussion for children it is important that you leave a question open so that students are able to discuss a possible answer. It is important to get the students to discuss.
 * **How would I introduce a

example. In the story The Emperor's Egg it talks about the father's and mother's job. What job would you say is more important the male or females job? Why? || for designing units and lessons?** ||  ||   ||< State standards Print out that you may need Literature(Stories, articles, internet sites) || do first?** ||  ||   ||< First, I like to tell students what we will be learning about. Second, I like to start with a "Something to think about" question Then, I like to go into a story to give a general idea or a source of information. Last, we will go into the "Something to think about" question and discuss. || the standards?** ||  ||   ||< I like to ask students not to raise their hand. I like for them to each be prepared to answer a question. Usually, I ask students to talk in pairs or in groups so that they can bounce ideas off one another. Then I pick on students randomly to answer questions. || and how do I respond to them?** ||  ||   ||< Sometimes it is difficult to get students to open up to speak in front of a large group. Usually, to get over this I like to start with random selection "no hands" from the start of the school year so that students can get used to the fact that they will all need to be responsible for their own learning and that they too can help others by sharing their ideas.
 * < **What are my resources
 * < **What do I generally
 * < **How do I interact with
 * < **What are my constraints

I also tell students that they all need to speak so if they do not have an answer the first time I will always return to them. (they are more than welcomed to use someone else's idea as long as they are sharing).

Other constraints are that at our school we are on a curriculum map so in second grade we are all teaching the same thing at the same time. This means that we need to share our resources that we check out of the library or from the media library. || student assessment?** ||  ||   ||< I like to do a lot of informal assessment. I walk around the class and watch students as they work individually, or in groups. I also like to listen in on conversations that they are having to check that they are on task. Another way that I check for understanding is when they share their answers aloud. || post-assessment?** ||  ||   || After students have turned in their work, project I look to see if i can move on, place it in a center, or reteach it. All of the time I like to place the Focus of the week before in a center for students to work on it independently. This is another way of me seeing if students need more or less of this focus skill. || self-assessment?** ||  ||   ||< One of the ways for me to see if I did my job is by looking at their center work. Their center work tells me if they were able to complete the task on their own with some or little success. Or even if they have mastery. || like to learn more about and/or become better at?** ||  ||   || I would like to be more successful with my Higher-Level-Thinking questions. I do them now but I have to plan for them I would like them to come more quickly like a natural habit. || give about my approach to instructional design?** ||  ||   || Keep trying. You just need to continue to practice and you will get better with your instructional design. :) ||
 * < **How do I approach
 * **How do I approach
 * < **How do I approach
 * **What are areas I would
 * **What final advice would I