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Evidence #2: Mini Lesson Taught |
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My second evidence is a mini-lesson plan implemented in my Level II Internship EDE 4942. This lesson attended to curriculum and instruction about cultural and ethnic diversity. The students in my class were currently being taught health lessons by the guidance counselor. The current topic of discussion was acceptance of all differences. I decided to build on this and do a lesson on stereotypes. This lesson was intended to let the students actively explore the idea of stereotyping by using their own background knowledge. I also wanted to create a mind frame for my students that promotes differences, and also helps each student recognize that it’s okay not to be perfect or excel at everything they try to do, and to be persistent and they will succeed. |
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My second evidence meets this AP in many ways. First, the lesson itself was something I wanted to teach to the children in order to shape their own self confidence. Teaching awareness about stereotypes also promotes acceptance of differences. This lesson plan was developed for my 5th grade interning class. According to Erik Erikson’s Epigenetic Principle, that defines human personalities in eight stages, says that fifth grade students (approximately 10-12 year olds) are in the fourth stage – called the Latency Stage. During this stage, these children are being influenced by a whole “social sphere” – parents, family members, teachers, peers, and other community members. They all contribute: Parents must encourage, teachers must care, peers must accept. They must learn the feeling of success, whether it is in school or on the playground, academic or social. This lesson plan shows that the students were learning the importance of acceptance. This will help foster positive student interaction, and also help students become more self confident and motivated. If students know its okay to make mistakes and not excel in every subject, they will be more likely to try when they don’t succeed and to stay motivated. Erikson’s theory involves the subject of inertia – refusing to do anything you’re not very good at. This develops from students being allowed too little success, because of harsh teachers, or because of rejecting peers. This lesson fosters acceptance and respect of all students, thus creating a better learning environment for all students.
My second evidence was a mini-lesson plan implemented in my Level II Internship. The children benefited from this lesson in a number of ways. Not only was the content of the lesson very beneficial to all students’ self perception, but also the way I implemented it in the classroom. Throughout this lesson, there were many different activities that are beneficial to many of the Seven Types of Intelligences, developed by psychologist Howard Gardner. I begin the lesson by drawing a T-chart on the white board and asking the students to help me compare men and women by thinking of characteristics typical to both sexes. This applies to the logical-mathematical intelligence because these types of students are interested in patterns, categories and relationships. This T-chart of information also helped spatial intelligences learn better, because they see and learn in pictures, drawings, and graphs. The nature of the lesson requires students to vocalize their thoughts, opinions, and also experiences they have had with their peers or other people regarding stereotyping. I asked many higher-order thinking “why” questions throughout the lesson. Both interpersonal and intrapersonal intelligences were tapped into here because you had to try to determine not just how others’ think and feel, but also how you think and feel, and try to vocalize these thoughts. The bulk of this lesson was having the students give me examples of many different things – characteristics of men and women, different stereotypes they’ve heard, etc in order to teach a lesson. This was done as a class with me (the teacher) working with the class, and the students were also put into cooperative groups to work together. Piaget’s Constructivist Theory says that the constructivist classroom is an environment where students build or construct their own knowledge. Problem solving is often done within cooperative groups, and the tasks are meaningful to the lives of the students. This is exactly what I have implemented in this lesson. The students are required to work in cooperative groups, and they are learning about a subject that will continue to affect their everyday lives. Also in a constructivist classroom, students must be given opportunities to construct knowledge through their own experiences.
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