Jamie Wheat UVU

Example 1: Presentation in class Example 2: This model would work well for doing a math related task. I would pair students up ahead of time thinking about their skill level and how well they work with a partner. Step 1: Present or Identify the Problem We are having an end of year class award's assembly. There are 19 students in our class.   Each student can bring 2 or 3 family members. We need to decide how many chairs to set up.  Step 2: Development Plan For Problem Solving I would have students work with a partner to come up with a plan on how to figure out how many chairs we would need to set up. They would draw out their plan to show their idea. If pairs are struggling, scaffolding questions could be used to help them think through their plan. Using any resources in the classroom would be an option as well. (Ex. unifix cubes, base ten blocks, calculator, etc.) Step 3: Implement the Plan Students would try out their plan, showi

Jigsaw Model Example 1 This model could be used to help students understand the food groups and their purpose for good health. The learning topics would be grains, vegetables, fruit, dairy, and protein. 1. Introduce the Jigsaw Model:  I would explain the model to the students talking about how they will be put in an expert group to learn the material given to them. After learning the material they will present to their learning group. 2. Assign Students Expert and Learning Groups: I would assign groups based on how well they work in cooperative groups and skill level. I would possibly assign two kids to work together if there was a student who had anxiety about presenting in a group. 2. Explain the Task and Assemble Expert Groups: There would be a handout for students to read and several plastic examples or pictures of the foods represented in their assigns food group. They would first read the handout, then fill out a graphic organizer which will help them when presenting to

Role-Play Model Example 1   Students with language difficulties struggle to make inferences and draw conclusions when faced with text. I would teach them that these are things they do everyday while listening in on someones conversation while they are talking on their cell phone.  (Adapted from http://www.puttingwordsinyourmouth.com/)   This model would be a fun way for teaching students how to make inferences and draw conclusion while using role-play. Define Objectives:  I would use the role-play to teach students how to make inferences and draw conclusion by having them model real-life situations. Choose Context and Roles: I would use scenarios that give situations where one student would role-play a conversation someone might have on the their cell phone and the students watching the role-play would have to answer questions about the role play. Example: Hi, yes, ma'am........O

Example 1  This model would go well with helping students realize what a quadrilateral is. I would do this in small  groups or with partners. Step 1: Students would be given a group of various shapes. I would color code the shapes: examples  would be blue, the non-examples red (I would include a few open shapes and circles with the non- examples). Step 2: With their partner or group, students would analyze the attributes of the red and blue shapes to  make a hypothesis about what the concept is, looking for similarities and differences. They would write  their hypothesis and reasoning. Step 3 : I would tell them that all the examples are called quadrilaterals. At this step, students would  formulate their definition of a quadrilateral. After writing their definitions, students would be allowed come to the board and draw a quadrilateral. We would talk about the definition together. Step 4: To apply this concept, first students would be asked to think of objects

Example 1: At the beginning of the reading recovery program, students are assessed on how many words they can read and write. As they go through the program, they add new words learned to their list. This would be a variation, but I can see this model as a benefit for students using this model as follows: •Student makes a list of known words (each word would be written by the student on a sticky note). •After several words are learned, student looks at their known words and puts the words into groups  on how they relate to one another. As students learn new words, they would add them in the  appropriate place. •Student would then add a label for how they would describe their groups of words. ( Possible   examples:  short vowel sound, long vowel sound, compound words, same vowel team, end in "e") •As student adds more words to their list, they may regroup them. •Toward the end of the program, student looks at all their groups and labels and comes up with a   conne

Picture Word Induction. Example 1 The Picture Word Induction Model would be a great model for teaching about plant parts and what plants need to grow. Second grade core science standard used:  Life Sciences: Standard 4 Ob. 2  Communicate and justify how the physical characteristics of living things help them meet their basic needs.   The picture above shows all the parts of a plant clearly.  During the "shake out" Phase 1, students would share what they notice about the picture and either the student or the teacher would write word labels. These words could be nouns, verbs, adjectives, synonyms, plant parts, etc. This could be an ongoing process for several days where the student and teacher add words to the picture. Phase 2: There would be many different ways to categorize the list of words. In addition to categorizing by word meaning, other features could be noticed as well (word patterns, connections to other words, etc.)  I would use sticky notes