Progress

AS YOU COME IN, WRITE ON THE BOARD WHAT YOU THINK PROGRESS
MEANS OR HOW YOU EXPECT TO PROGRESS THIS YEAR.

Progress

Concept- Progress

Once students have written ideas on the board, we will have a

discussion about progress. We will talk about the ideas on the board
and what type of progress the students hope for this year. I will explain
progress at a general concept for framing curriculum units (Doubet &
Hockett, 2015). We will discuss how progress in this class means that
you are building on prior knowledge and continuously reaching goals.
Specifically in math, we can talk about how data progresses, how a line
graph progresses or the progress it takes to use steps to solve a
problem. In science, we can talk about the growth of a flower or a cell
as progress. We will also talk about progress as it relates to other
disciplines. For example, their progress with reading. They started
young knowing how to read very few words and as they have grown
and progressed they can now read many more words.

How to incorporate concepts into

content units

The ongoing concept I chose to connect with in my classroom is

Progress. It can be used in all content areas to connect units.

Math: I want my students to understand the concept of Progress in all of their

classes, especially math. Many students fall behind in math and think that
they will never catch up. I want to show them how their progress is what is
important to me and what should be important to them. I want them to
notice their progress and be motivated by it. There are many units I can also
connect progress to in class, such as graphing.

Science: There are many units in science that represent progress. Watershed
systems, atomic model progression, and phase changes all incorporate
progress.

Instruction AS
Management

Instruction AS Motivation

My philosophy for motivating students through instruction is by engaging

students in a way that relates the content they are learning to real-world
situations. If students are engaged in the class, that is the only motivation
they will need. I will constantly make connections to students interests
outside of class (i.e. other disciplines, outside of school interests, future
career paths, etc.). From the community-building activities we will have done
in the beginning of the year, I will have a firm understanding of my students
and their interests. From this, I will be able to show the connections that will
interest the students and in turn motivate them.

Another way I will motivate my students is with a variety of anchor activities.

These will always be based on students interest. Shown below are some
examples of a Profiler and a RAFT that I will use. (Doubet and Hockett, 2015)

References

Doubet, K. J. & Hockett, J. A. (2015) Differentiation in middle & high

school: Strategies to engage all learners. Alexandria, VA: ASCD.

National Middle School Association. (2010).This we believe: Keys to

educating young adolescents. Association for Middle Level Education.