Instructional+Design+-+Alison

=Overview=


 * Grade Level:** 3rd
 * Subject Area:** General
 * Number of Students (average):** 30
 * Years of Teaching:** 2

=Description= Answer the following questions as if you were giving advice to a student teacher. discussion of my approach to instructional design?** ||  ||   || This is an odd question! I can't imagine just bringing this up unless being asked! Perhaps if I was observing someone's lesson and asked to evaluate it, I might interject somethings that work for me? || for designing units and lessons?** ||  ||   ||< As I assume most schools do, we have programs for each of our subjects that come with the teacher's guide, student books and various overheads and handouts. I pick and choose from these items, find supplemental resources online, then often create my own PowerPoint incorporating both. || do first?** ||  ||   ||< I almost do everything on a PowerPoint because they are easier for me to teach from as opposed to holding a manual or referring to a detailed typed up lesson plan. My first a slide is usually a question or problem that directly pertains to the objective of the lesson. This is what I use to pre-assess with as this problem will also be at the end of the lesson to post-assess with. || the standards?** ||  ||   ||< We have our standards mapped out by the quarter at our school. Therefore it is essential to address them at specific times. I often, however, try to extend pass the given objective just to push my kids that "get it" a bit further. However, when I test, I only test on the actual standard. || and how do I respond to them?** ||  ||   ||< Well, I don't know what teacher wouldn't say that time is a HUGE restraint. There are so many great ideas, but where is the time to plan and execute them all? There is also money and resources- especially in the Title 1 schools. We often have to get creative on a tiny budget! || student assessment?** ||  ||   ||< Being an ELD teacher, I try to get away from just written tests. I have been trying to do more performance assessments lately. I also try to create a rubric with all of my writing assignments focusing on maybe 4-5 different things each time as to make grading easier as well as making it more clear to my students their expectations. || post-assessment?** ||  ||   || As stated before, I usually go back to the same question that I asked before starting the lesson and compare their answers to what they said previously. || self-assessment?** ||  ||   ||< I ask myself, "were my students interested?" "how many of them got it?" as well as, "was this a big waste of time??" From there, I will either tweak the lesson or drop it all together and start from scratch. || like to learn more about and/or become better at?** ||  ||   || I love USING technology in the classroom, but I'm not very keen on having the kids use it. I find it difficult when not all of the students have their own computers and get frustrated. I'd love to learn how to approach this differently so that my students can become more interactive with the technology rather than just watching the technology that I've created for them. || give about my approach to instructional design?** ||  ||   || Find a style that works for YOU! We are all unique teachers that have our own specialties. Be willing to step outside your comfort zone but find what fits for you and your class. Stay flexible. The same lesson that was flawless last year, may be a disaster this year. And always be willing to learn. How can you be an effective teacher if you are unwilling to shake things up every once and a while?? ||
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