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Destiny Warner Video Reflection After reviewing my video I am not positive as to what my teaching pattern is except that I like

to ask questions in pairs. The most common SATIC codes I use are (1), (3b), and (8). I also had equal amounts of (2) and (3c). My main pattern would be (1), (3b), (8). Looking at my SATIC Coding Sheet results and thinking about what we have talked about in class, I know that I really need to work on stopping (8). I need to remember that I am not with very young children anymore and dont need to repeat them to show that I understand. An okay can be enough. (6) I also need to work on the amount of time I lead discussion versus actually questioning. Instead of directing students (1) I need to question (3b) them about their observations and lead them to think deeper (3c). I think my dependency on 1 is simply because I like to talk with students and show them things. Instead of point out stuff to see I should wait to see if they find it on their own first. Gradual release of responsibility and direct instruction is an important part of reading instruction (one of my endorsements) but with science it is more important for students to build concrete background experience before we talk about something. It is important for a child to have a frame of reference and some cognitive support before we push them into something they might not be ready for yet. Some strategies to use will be increasing my wait time even more. While it wasnt quite inappropriate, wait time can be used to prompt thinking of students while giving me time to rephrase my questions and comments. With other groups it was difficult to do the wait time with students because they seem very, very unfamiliar with it and wanted to talk about other things or ask different questions instead of focusing on what I asked. A strategy would be to make the open questioning a part of classroom management in the first couple weeks of class so that students understand that is how I want to run the classroom. Another strategy would be to ask students about questions they might have about what we are exploring. Encourage them to ask questions and then ask their peers to try and answer them instead of me. If there are misconceptions then I can use their questions to move further in the experiment. Also, a student asking questions during the introduction of a lesson is a good way to informally assess their current knowledge before the content area of the lesson begins. Learning theory and the student goals we discussed in class are related to the interaction patterns covered on the SATIC form. Social learning theory says that students need

constructive relationships with teachers and peers for them to learn. If students arent given a chance to share those ideas with the teacher (wait time 1) and their peers (wait time 2) then they lose out on a valuable part of their education. Just using wait time appropriately can implicitly encourage goals 3, 4, 6, and 8 on our class list of student goals. Asking appropriate questions that are open and thought provoking provide opportunities for students to demonstrate their understanding of content and make connections; goals 1, 2, 4, and 5. From class discussion, I think that I am at a good starting point in teaching and need to focus on using student questions and ideas, which means using wait time and thinking on my feet in terms follow-up questioning. In his article Wait Just a Moment! M. P. Clough mentions many ways in which the use of wait time I and II can improve a classroom. Using wait time can increase the number of student responses, increase student confidence, increase studentstudent comparisons of data, increased student questioning, and increased numbers of experiment ideas from the students, (2007, Clough). Wait time isnt just about getting answers, its about waiting for students to think. In the article Clough mentions several assists I think that I may use. Place an easily seen poster in the room with words and phrases like, How?, What?, To what extent?, If...then... These prompts help them to avoid yes/no questions, (2007, Clough). He also states to write WAIT in big letters in the middle of the poster as a reminder to use wait time after thinking of an appropriate question. Why ask a good question if you arent going to let students think about it? By working to improve the way I ask questions and use wait times I and II I will implicitly push students to demonstrate their understanding of contents (goal 1), effectively communicate ideas (goal 4), and hopefully will encourage students to demonstrate curiosity by getting them to think up their own questions. Those questions can then lead them to fulfill other goals through research, collaborative work, and reflection. Questioning a student in ways that require thought go well with constructivist learning theory because they help to activate their prior knowledge and apply it to new information. That information might be assimilated or accommodations may have to be made. Better questions and wait time also work well with social learning theory because of the social nature of discussion. If students (people) dont have their ideas questioned by trusted mentors and peers then they might never find reason to learn outside of their limited experience. Questioning pushes students to learn outside of their comfort zone. (ZPD) As a teacher it will be important for me to continually assess/evaluate my own teaching methods. Recording myself and viewing is as well as making it viewable to others is one way,

but also having a peer with similar goals will help to keep me honest in my teaching. I enjoy seminars (an oddity, Im told) but I think that will be a good way for me to refresh my brain each year and keep me on track with good science teaching strategies and objectives. Ten Sequential Questions: 1. Last week we talked about different things. We talked about matter, didnt we? (2) Instead of making a statement and asking a rhetorical question here I should have asked, What did we talk about in science class last Friday? If the students need prompting I could have also asked, What was the book Ms. Moeler read about? This would have made the question a SATIC code (3b) and encouraged the students to think back on the previous class and access their prior knowledge. For science and literacy teaching, it would have also been good if I had had the text available to refer back to. 2. What do you think is going to happen if we get if we freeze the egg? (3b) I repeated the question a few times after a student would respond but I wanted others to speak as well. Instead of repeating the question it would have been appropriate to use non-verbal communication or wait time to express that I wanted more students to speak up. In later lessons I rephrased the question to be, What would happen if we put the egg in the freezer overnight, to make the question less leading. 3. Whats the regular inside of an egg look like? (3b) Here I could have rephrased the question to ask, What do you think the inside of an egg looks like? Then, I could have continued that train of thinking with a How do you know? and then talked a little about prior knowledge and how it affects our thinking. I think it would have been good to wait a bit longer here to see if other students knew beforehand what the inside of an egg was like, however, I think my response to crack an egg for them was appropriate because it made the experience more concrete for the students. 4. How would you describe the inside of an egg before its frozen? (3b)

Using this question to activate their schema about eggs and descriptive words before I have them write down their thoughts. Instead, I could have also made this a 3a question by asking, Now that youve examined an uncooked egg, what do you think would happen to the egg if we put it into the freezer overnight? 5. Whats that called? (3b) Basic vocabulary question, but I think appropriate. 6. So how would you describe the inside before its frozen? (3b) 7. Do you think anything else will happen? (3a) Should have been phrased as, What else will happen? Thankfully, the students took it that way and didnt just say, No. 8. You know what? That is a great idea, want to find out? (3a) and (12) Should have said, Interesting idea, how can we find out? (3c) 9. Everybody can see? (3a) Appropriate in this case. 10. What is that? (3b) Could be changed to, What made the egg sound like that? (3c)

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