EDUC 250-Educational

Psychology Group Project

Presented by:
Heather Lamping, Titus Luckhaupt, Lynn Heile,
London Bondurant

Overview-Heather

For our project we decided that we were

going to cover the Solar System. We are
teaching 3rd grade. We are going to discuss
Instructional Strategies, Strategies for
Creating an Effective Classroom
Environment, and Assessment Strategies.

Chapter 8-Lynn
Instructional Strategies
Effective

teachers identify the knowledge and abilities they want

students to acquire, and they plan instruction accordingly.
There will be a SWBAT corner on the board in which I will write
the instructional goal for the lesson. (Students Will Be Able To)In
this case, students will be able to identify the eight planets of our
solar system.
I will ask the students to write down what they want to learn about
the solar system.
I would create a class website in which the students can find power
point slides picturing each of the planets and our solar system,
which we will have gone over in the class lesson.

Chapter 8-Lynn
Instructional Strategies

Sometimes instruction is most effective when it is learnerdirected-that is, when students have some control over the
issues to be addressed and the ways in which to address
them.
Students will have a choice between making a slide show,
creating a mobile, or making a travel brochure of our solar
system.
Working in pairs, students will have to look at the moon on
the days assigned by the teacher and draw it in their journals.
Students will work in groups assigned by the teacher and
complete a webquest on the solar system.

Chapter 9-London
Strategies for Creating an
Effective Classroom Environment
Arrange the classroom to maximize attention and
minimize disruptions.
As teachers arrange furniture, identify places to put
instructional materials and equipment, and determine
where students will sit and work, they should
consider the effects that various arrangements are
likely to have on students behavior.

Chapter 9-London
Strategies for Creating an
Effective Classroom Environment

Keep intriguing materials out of sight and reach until theyre

needed. When studying the phases of the moon, the teacher
can give the students Oreos to create a model. Before starting
the activity, the teacher should hide the Oreos because they
can be distracting and cause the students to not pay attention
to the teacher

Chapter 9-London
Strategies for Creating an
Effective Classroom Environment
Communicate

caring and respect for every student.

To some extent, teachers can help meet students need for relatedness
by demonstrating, through the many little things they do, that they care
about and respect students as people.
One way students can communicate with their teacher in private is with
the use of a two-way dialogue journal. When studying the solar system,
the teacher could require the students to write in a journal at the end of
each week. The teacher could ask specific questions, such as What did
you enjoy the most when learning about the planets and how they are
lined up? The teacher should respond to each students journal entry
and not give negative feedback. This two-way communication should
encourage each student to write and open lines of communication with
the teacher.

Chapter 9-London
Strategies for Creating an Effective Classroom
Environment

Create a sense of community and belongingness.

Teachers should create a general sense of community in the
classroom; a sense that they and their students share common
goals, are mutually respectful and supportive of one anothers
efforts, and believe that everyone makes an important
contribution to classroom learning.
To create a sense of community, design a project that involves
the entire class. Split the class up into groups and assign each
group a specific planet to research. Have the groups present
their planet to class the to teach the teacher about all of the
planets in the solar system. The students will feel a sense of
community as they work towards a common goal.

Chapter 9-London
Strategies for Creating an
Effective Classroom Environment
Keep

students productively engaged in worthwhile tasks.

One strategy is to incorporate variety into lessons, perhaps by
conducting small-group discussions, class debates, or occasionally
moving to a different location.
Start class one day by conducting small groups discussions. Have
each group discuss facts about a particular planet and decide why
that planet is the best planet.
After the class finishes their group discussions, take them to a
different location (such as outside in the schoolyard) and have
them debate on which planet is the best. Encourage them to use
facts that they have learned throughout the unit. The change-up of
location will keep the students interested.

Chapter 10-Titus
Assessment Strategies
Formative

Assessment
Issue a quick planet labeling test at the beginning of the lesson to
access students prior knowledge.
Response to Intervention (RTI)
On top of the formative assessment, make sure you ask several
questions throughout the lesson. Particularly looking out for
students who are having trouble understanding the solar system.
Performance Assessment
At the end of this lesson plan issue a performance assessment that
requires students to make their own version of the solar system.
To avoid confusion make sure you have a clearly written rubric
for the performance assessment.