MethodsLog

MethodName&Reference Description/Instructions: Reflection:WhatdidIlearn

Howis/wasthemethodof fromitandhowwouldIuse
instruction thisinmyteaching?
implemented/described?

WhoDunnit Passoutsmallsheetsofpaper Ilearnedfromthisexperience

- Inclasson6/1/16 toeachstudent. thateventhoughyoumight
thinkyouknowsomebody,
Instructeachstudenttowrite thereisalwayssomethingyou
downanexperiencethatthey dontquiteknow(theres
hadthatnobodyalreadyknows alwayssomethingtolearn).
about.Thiscouldrangefrom Thiswouldbeagoodgameto
beingsomethingsmalllikeI playinthemiddleofthe
pickedupaturtleoffthe schoolyearaftereachstudent
middleoftheroadtodaytoI hadthechancetogettoknow
gotkidnappedwheniwas5. eachother.Thisactivitycan
alsoberelatedtoaspecific
Teachershouldcollectall subjectbymakingthe
sheetsofpaperandnumber experiencescontentrelated.
eachonefrom1-theamount Forexample,whenteachingin
ofstudentsintheclass. ascienceclasswithananimal
unit,youcanmakethetopic
Thestudentsshouldthen notjustaboutexperiencesthe
numberapieceofpaperwith studentsmayhavehad,but
theamountofstudentsinthe insteadexperiencesthatthey
classfrom1-#. hadwithanimals.Similarly,
thisactivitycanbeusedinany
Teachershouldreadeach othersubjectjustbyadjusting
paperoutloudinnumerical thetopicaccordingly.I
orderandhavestudentsguess woulddefinitelyusethis
whoexperiencedthat activityinsciencebutitcan
experiencebywritingtheir alsobeusedinsocialstudiesas
namewiththecorresponding well-highlightingthedifferent
number. historicallandmarksstudents
mayhavebeentoorwishthey
Aftereachonehasbeenread, couldhavegoneto.
startwithnumberoneand
havestudentsguesswho
dunnit.Thepersonwould
thenrevealthemselvesatthe
end.
InquiryBasedLearningwith Havestudentstakeouttheir WhatIlearnedfromtheway
TeacherledInvestigation mathnotebooks(orwhatever Mr.Stewartwasteachingwas
- Fieldwork,6/2/16 subjectyouareworkingonat thatitdoesnthavetosimply
thetime). beaboutcopyingdown
informationinthebook.You
Takeyourownnotebookout canusethistimeandhave
andplaceitunderthe studentsthinkmoreabstractly
documentprojector. andoutsideofthebox.Have
studentslearnanddiscoverby
Guidestudentswithquestions providingthemthequestions
andnotdirectanswers.For andbuildingblockstohelp
examplewhenlearningabout themworktowardnewideas.
quadrilateralssayWhatdo Whenyournotesarecreated
youknowabout bystudentinvolvementitgives
quadrilaterals?Offermany moremeaningtothelearning
opportunitiesforstudentsto thattakesplace.Itisvery
participate. studentorientatedandthis
woulddefinitelybeastrategy
Asthestudentsworktoward tousethroughouttheschool
theanswersyouwantthemto year.Whatisimportantabout
gotoward,makenoteoftheir thisconceptisthatitcanbe
findingsonyourown implementedinanytypeof
notebook.Thiswillserveasa classroom-whetheritbea
guideforthemtolookatwhile generalelementaryclassora
theywriteintheirnotebook. subjectspecific(likemath)
middleschool.Inmyfuture
Afterquestioning,scaffolding classroom,Iwouldusethis
andgettingstudent methodofposingcritical
input/participation(caneven thinkingquestionswhen
havethemcomeupandwrite studentshaveaslight
materialinyournotebook)- backgroundofwhattheyare
thestudentsshouldhave currentlylearningabout.This
sufficientnotestocomplete way,Icantaketheircurrent
theirhomeworkandclasswork. knowledgeandhelpthem
scaffold/investigatetheirway
togainingnewideas.For
example,ifastudentknows
aboutadditionandisworking
towardlearningmultiplication,
questionssuchasHowcan
wewrite/draw22+2+2?
Canyoudrawanarraythat
representsthat?Whatdo
youthink2+2+2also
 means?.Thesequestions
donttellthestudentstraight
outthat2+2+2isthesame
as2x3buthintsatit,asking
questionsforstudentstofigure
itoutthemselves.Inorderto
trulychallengestudents
thinking,thismethodcanalso
beusedinclasseswhereideas
dontalwaysseemconcrete
(suchaslanguageartsorsocial
studieswhichcansometimes
beopinionatedorseenfrom
differentviewpoints)byasking
questionssuchasWhatdo
youthinkisthethemeofthis
story?Whatwastheauthor
implyingandhowdoyou
know?.Thisway,theteacher
canleadthestudentsonan
investigationnotbyjusttelling
themwhattheanswersarebut
insteadguidingthemtothe
rightdirection.

ThisorThat Clearspaceintheclassroom Ilearnedthatthisactivitycan

- http://www.cultofped forstudentstobeableto helpstudentsbreakoutof
agogy.com/classroom-i movearound. theirshellandspeakupabout
cebreakers/ whytheychoseaspecific
Presentatopicforstudentsto stance.Thiswouldalsospark
lightlydebateon.For debateanddiscussion.By
exampleWhichanimalmakes doingthisactivity,youcanalso
abetterpet-catsordogs? learnaboutyourstudentsand
Studentswillthenhaveto whattheirinterestsare.I
movetothesideoftheroom wouldusethisinmyteaching
whichrepresentstheirbelief. asanactivitytouseinthe
Inthissituation,onesideof beginningoftheschoolyearor
theroomwillbecomposedof inbetweenperiodsifthereis
catloversandtheotherside time.Contentwise,this
willbecomposedofdog activitycanbeincorporatedin
lovers. mostsubjectsbutIthinkitd
workbestinalanguageartsor
Afterchoosingaposition, socialstudiesclass.Inthese
 allowstudentstotalkabout
whytheychosethatspot. learnaboutmanyfascinating
Repeatwithvarioustopicsand
questions.Someexample
questionsareWouldyou
ratherbeindoorsor
outdoors?orWhatisworse: candebateaboutdifferent
bodyodororbadbreath? perspectives,opinions,and
particularclasses,students
people,places,andthingsthat
studentscanformopinionson.
Whenplayingthisactivityina
classthatislanguageartsor
socialstudiesbased,students
ideasthatthesesubjectsoften
offer.Forexample,when
youreposedwithastorysuch
asTheGiver,byLoisLowry,a
questionthatcanbeaskedis
Shouldwestrivefora
perfect/utopianworld?and
thenstudentswhosayyescan
goononesideoftheroom,
andstudentswhodisagreecan
goontheother.Thentheycan
backuptheiropinionsbased
ontheirownlifeaswellasthe
book.Inthissuchway,it
mightevenserveasan
informalassessmentwhen
evaluatinghowstudents
respondandbackuptheir
opinions.Thisisanactivity
thatcanbequickorlong
dependingonhowmuchtime
theteacherwantstospendon
it.Thiswouldalsoallow
studentstopracticebackingup
theirthoughtswithreasoning,
examples,andevidence.

TheWarmWindBlows Arrangetheclassroomsothere Ilearnedthatthisbrainbreak

- Inclass,6/8/16 isjustenoughchairsforall activityisonethatallows
students. studentstomovearoundand
thinkfastontheirfeet.Thisis
Placeonechairinthefrontof agreatactivitytouseinthe
theroom. middleschoolyearsasstudents
aregoingthroughphysical
Pickonestudenttositinthe changeswiththeirbodiesand
 chairinthefrontoftheroom.
Thestudentinthefrontofthe
roomwillbethefirstoneto
startthegame.He/shewill
startbysayingWhenthe
warmwindblowsitpicks
up.,thenmention
somethingthatistrueto
his/herself.(Forexample:
Whenthewarmwindblowsit
picksupeveryonewhois
wearingflipflops)
Atthispoint,allstudentsin
theroomwhoarewearingflip
flopsmustgetoutoftheirseat
andfindanotherseattositin.
Thelastpersonwhoisleft
standinggetstositinthefront
oftheroomandsaythenext
statement.
Thegamewillcontinueon
untiltheteacherstopsthe
game.
TeacherGuided,Long-Term Atthebeginningoftheschool WhenIhadheardaboutthis
StudentInterestProject yearhavestudentspickan
- Fieldwork,6/7/16 interestoftheirchoiceto
researchandcreateaproject
on.
Theycancreatethisproject
aroundanythingtheydesireas
longasitisschoolappropriate.
oftenhaveaneedtogetupout
oftheirseatwhentheyre
feelingantsy.Whilethis
activityisgreattoplaysimply
togettoknowthestudentsin
theclass/asashortfreetime
gameitcanalsobeadaptedto
useforcontentrelated
activitiesaswell.Forexample,
inasocialstudiesclassroom
thewarmwindcanblow
everyonewhohasvisiteda
battlefield,orhashikedupa
wellknownmountain.The
topicsinquestioncantouch
uponsocialstudiesaspectsthat
studentsmighthave
experienced.Thisnotonly
relatestheactivitytothe
content,butalsototheirown
liveswhichmakesitamore
meaningfulexperience.Isee
myselfusingthisactivityinthe
classroomasatimefiller,or
dependingontheunit/subject
thatIamcurrentlyteachingI
canadjusttheactivitytothe
informationbeinglearned.
WhatIparticularlylikeabout
thisactivityisthatitcanalso
beusedintheelementary
schoolyears,whichiswhatI
somedayhopetoteach.
project,Iwasamazed.Ididnt
thinkthatfifthgraderswould
beabletostaydedicatedand
engagedtoayearlongresearch
project.Ithinkthatthisisa
greatactivitybecauseitisso
versatileinawaythatitcanbe
usedinalmostanycontent
subjectorjustbeageneral
Allowsometimeeachweek
forstudentstoworkontheir
projectsandthroughoutyou
shouldhelpthemfocuson
aspectssuchas
- Howtoresearch
properly(Whatmakes
asitevalidand
reliable?)
- Howtocreateawork
cited.
- Howtocreatea
powerpoint/Google
slides
Thestudentsmustfollowa
templategivenbythe
interventionteacherwhich
givesthelayoutofwhatneeds
tobeincludedinthefinal
product.
- Thetemplateincludes
variousquestions/ways
toexpandtheir
researchoneachslide
thatstudentscan
choosefrom
Towardstheend,teachthe
studentshowtoaddeffects,
backgrounds,andvideosto
theirslideshow.
Haveeachstudentpairupand
peereditwitheachotherby
fillingoutaWhatIlikedand guidancetheintervention
Whatcouldbeimprovedon teachershadgiventhemwas
worksheet.
Eachstudentwillhavethe
opportunitytoworkontheir
publicspeakingskillsasthey
willallhavetheopportunityto
presenttheirpowerpointsand
projectaswell.Itcanbe
adaptedinsuchwaysthatthe
broadertopichastorevolve
aroundasubject(science,
math,english,health,social
studies,music-prettymuch
anything)buttheindividual
topiccanbethestudents
choice.ForexampleifIwas
teachingscienceandtheunit
wasonchemicalreactions,the
studentscanconductresearch
onscienceprojectsthatcanbe
donethatinvolvechemical
reactions.Tomakeiteven
moreinterestingandtotakeit
onestepfurther,theycould
eventaketheirresearchtolife
andcarryouttheactivity.IfI
weretousethisinmyfuture
classroom,Imightnotgowith
theyearlongrouteintermsof
lengthofprojectbutcan
insteadcutitdowntoafew
weeksinstead.Thisway,Ican
adjusttheprojecttothelength
oftimeIamteachingaunit
(soitwillstayrelevant).Ireally
likehowthisprojectcanbe
usedinalmostanysubject,
evenmathasresearchcanbe
doneonmathematicians,
shapes,andconcepts.Because
thestudentswerefairlyyoung,
Ithinkthattheamountof
justtherightamount.By
introducingthisprojectandby
teachingstudentshowto
researchandwhatcomponents
areimportanttoawell
roundedresearchproject,it
setsstudentsupforsuccessin
 researchtotheclass.
FindSomeoneWho TeacherPreparation: WhileIfoundthisactivity
- https://www.press.umi Prepare15to20characteristics
ch.edu/pdf/047203165 usingvocabularythatyour
1-sample.pdf studentsarefamiliarwith.
Typeeachofthese
characteristicsonasheetof
paper.Somequestionsshould
beeasytofindapersonthat
fitsthecharacteristic(ex:Find
someonewhohasabrother),
whileothersshouldbemuch
harder(Ex:Findsomeone
whowasbornoutofthe
country).
Activity:
Announcethattheclassis
goingtodoacasualinterview
activityinwhichstudentswill
askeachotheraquestionto
findoutiftheydoacertain
activityorfitacertain
characteristic.
Whenstudentsfindsomeone
whosaysyestooneoftheir
questions,theyshouldwrite
thatpersonsnameontheir
checklistsheetandgoonto
thenextquestionwithanother
thefuture-astheywillonly
endupconductingmoreand
moreresearchassignments
throughcollege.Onething
thatImightdodifferentlyis
notlimittheircreativitytothe
extentwhereeachslidehadto
bethesamebackground,or
thefonthastobethistype
withthiscolor.Aslongasthe
informationisreadable,Ithink
itwouldbefine.
throughresearch,Ivaguely
rememberplayingthisactivity
inthepast.Ienjoythisactivity
becauseitisonethatallows
studentstogettoknowone
anotheronamuchdeeper
levelthanjusttalkingtoa
classmate.These
characteristicsthatareincluded
inthesheetarenotnecessarily
topicsofconversationsthat
mightcomeupineveryday
life.Thisactivitycanbealtered
tobecontentrelatedsimplyby
changingaroundthe
topics/words.Forexample,to
makethisactivitylanguagearts
related,theteachercanmakea
sheetwithcharacteristicsand
sentencesthatincludetheir
vocabularywordsfortheday.
Foranothersubjectsuchas
socialstudies,the
characteristicscanbechanged
fromwordstonotabledates
andhistoriceventsintime.
Studentscanrelatetothatby
respondingtoquestionssuch
asIreadabookabout
GeorgeWashingtonorI
 person.
Makenotetostudentsthat
eachpersonsnamecanonly
bewrittenonceontheirsheet. littlemorepersonalasyouare
Passoutthesheetsofpaper
andaskstudentstostandup
andstarttalkingwitheach
other.
Theactivityendswhen
studentshavefoundmost
matchesoriftimedoesnot
allowtogofurther.Discussion
cantakeplaceafterwardby
askingquestionssuchas
Whatdidyoulearnfromthis
activity?
TalkingChips 1. Eachmemberofthegroup Thisactivityisgreatbecauseit
- Inclass,6/16/16 choosesitemstorepresent allowsforeverystudent(no
chips.Thechipscanbe matteriftheyarethemost
anything(i.e.paperclips,
balleduppaper,pencils).
Eachchiprepresentsaturn
totalkand/orrespondin
thediscussion.
2. Whenastudenthas
somethingtoaddtothe
discussions/heputsone
ofhis/herchipsintothe
centerofthegroupstable.
He/shewouldthenbeable
totalkandstatetheir
opinionswhiletheother
groupmembersmust
listen.
3. Whenthatpersonisdone
talking,anotherpersoncan
putachipinthemiddle
knowsomeonewhofoughtin
WorldWarII.Iwoulduse
thisactivityintheclassroomto
makecontentbasedlearninga
thenabletoseeifstudentscan
putthemselvesinthetimeline
ofhistory.Thegoodthing
aboutthisactivityisthatits
highlyversatileandcanbe
usedforageneralmeetand
greetortogettoknowothers
experienceswithindifferent
subjects.
talkativeintheclass,orthe
leasttalkative)toparticipate
andhaveanequalsayinthe
groupdiscussion.Thisensures
thateachstudentinteractswith
theirgroupandstaysengaged.
Ithinkthiswouldbebestto
useinanyclassroomthat
incorporatesgroupdiscussion
orprojects.Ipersonallywould
havebenefitedfromthis
activityifIweretoplayit
whenIwasinK-12becauseI
wasalwaysthatquietperson
whoneverreallyparticipated
unlessIwascalledonbythe
teacher.Ithinkthisisagreat
activitytokeepinmind
becauseIfeelthatteacherswill
alwaysencounterstudentswho
 andstatehis/heropinion willbeapprehensiveabout
orresponse. speakingupandstatingtheir
opinion.Withthatbeingsaid,
4. Studentsaregivena theteacherwouldhaveto
generaltopictodiscussand monitorallgroupstoensure
usetheirchipstotake thattheyareplayingthegame
turnscontributingtothe right/totherules.Personally,
conversation. whenweplayedthisinclassto
doourPLCgroupdiscussions,
5. Beforeastudentcanplace mygroupgotalittleofftopic
anotherchipinthemiddle attimesandforgottousethe
orspeakasecondtime, chipswhenweweretalking.It
he/shehastomakenoteof iseasytoforgetthechipsare
ifeveryonehastheirfirst therewhenanaturalflowof
chipsinthemiddle.No conversationisgoing,butitis
studentshouldbeleftwith importanttoupholdsoitcan
allhis/herchipsattheend serveitspurpose.SinceIsee
ofaconversation. myselfteachingamathclassin
thefuture,Iwouldusethisif
6. Onceeveryonehasputall studentsareworkingona
oftheirchipsintothe groupproject.Mathrequires
middleoftheteam,they explanationsthroughshowing
canberedistributedand workorincompletesentences,
theconversationcontinues. anditoftencanhavedifferent
answers(withtheuseof
differentmethods),soif
studentsweretousethis
activitywhilediscussingwhat
theyshoulddoandwhy,an
equalshareofparticipationcan
occur.Duringthetalkingchip
activity,Iwouldalsowantmy
studentstoaskquestionsto
theirgroupiftheydontknow
whattosay,andalsodraw
connectionsfromtheir
discussion.AnotherwayIcan
seemyselfusingthisactivityis
inaLanguageartsclass,where
differentperspectivesandsides
ofabookisoftenpresented
andneedstobediscussed.Any
timediscussionneedstotake
place,thetalkingchipactivity
 canassistincreatingaspace
whereeachpersongetsto
contributeequally.

GalleryWalk 1.Create/gathermultiple Thegallerywalkisan

- http://www.theteacher questions,prompts,quotes, interactiveandslightlyactive
toolkit.com/index.php documentsorphotosabout wayoflearninganddiscussing.
/tool/gallery-walk thecurrenttopicofstudy. Throughmyresearch,Ifound
Writeeachoneonapieceof thegallerywalkactivitytobe
chartpaperoronawhite engagingasstudentsineach
board. grouphavetorotatearound
theroomandread/lookat
2.Hangthechartpapersin differenttypesofprompts.
variousplacesaroundthe Studentsarekeptengagedand
classroomtocreatemultiple intriguedastheyareonly
stations. lookingatacertaintopicfora
shortperiodoftime.Ifone
3.Groupthestudentsinto topicdoesnotinterestthem,
equalteams.Eachgroup thentheymightfindinterestin
shouldbegivenanumberto thenexttopicatthenext
startadifferentstation. station.Ithinkthisisagreat
activitybecauseitgetsall
4.Attheirfirststation,the studentstoparticipateand
groupwillcollaborativelyread formavisualdiscussion-
orobservewhatisposted,and whichisdifferentfroma
oneperson(therecorder)in typicalteacherledclass
thegroupshouldwritetheir discussion.Icanseethis
responses,thoughts,questions activitybeingusedinScience,
orcommentsonthechart SocialStudies,orEnglishin
paper. themiddleschoolclassrooms.
Isaythisbecauseeachof
5.Afterthreetofiveminutes, thosesubjectshavetopics
havethegroupsrotatetothe withinthemthatcaneasily
nextstation.Eachgroup provokedifferentopinions.
shouldreadanddiscussthe Forexample,inSocialStudies,
previousgroupsresponseand picturesofdifferent
addtheirownresponsetothe perspectivesofWWIIcanbe
chartpaperaswell. placedalongtheclassroom
walls,andstudentswillhaveto
6.Repeatuntilallgroupshave respondwhattheyfeelabout
visitedeachstation. it,whattheythinkisgoingon
withinit,andwhatquestions
7.Onceallstationshavebeen theymayhave.Intheendafter
visited,thestudentscango creatingacollaborative
 backtotheirfirststationand
readwhatwasaddedtothe
firstresponse.
8.Classdiscussionwillthen
takeplacewherethestudents
canspeakaboutwhatthey
learnedanddiscovered.
Note:theteachershouldwalk
aroundandobservethe
studentsandstations-
informallyassessingthrough
observation.
LearningbyDoing,With WhatIhadobservedinthe Ilearnedthatwhenteaching
PositiveTeacher classroomonTuesdaywasan studentstolearnbydoing
Reinforcement amazingexperiencetowatch.
- Fieldwork,6/14/16
ThestudentsinMr.Stewarts
classwereconductingan
investigation/experiment
revolvingaroundziplinesand
creatingaprototypethatwill
carryapingpongball
persondownthezipline. itfromatextbookandwriting
Althoughthestudentshad
createdadesigntheprevious
day,theyquicklyfoundthat
theirdesign(whenitcameto
life)didnotalwaysworkas
expected.
Atthistime,Mr.Stewart
wouldencouragestudentsto
bettertheirinventionbysaying
thingslikeHowcanyou
makethatgofaster?What thematerialsandhowtodoit.
reflectiononeachpiece,all
ideasandopinionsareshared
totheclass.Thiswouldbea
greatactivity,especiallyif
goingaboutteachinga
difficultorcontroversial
topicbecausethestudentsare
mainlycommunicatingtothe
prompt/picturebywriting,
andnotnecessarilyspeaking.
Somestudentswouldfeela
littleapprehensivesharingtheir
opinionoutloudtoa
controversialphoto,butwhen
eachgroupwritestheir
thoughtsdownanonymouslyit
changesthetoneinwhich
peoplewouldfeelcomfortable
participatingin.
(kinesthetic-ly),theytendto
learnwithoutexplicitly
knowing.Thewordchoices
thatMr.Stewartuses(using
specifichighlevelscience
wordslikeprototype)
encouragelearningaboutwhat
aprototypeiswithoutreading
downthedefinitionsmany
times.Whenaprototypedoes
notpassonthezipline,he
encouragesstudentstomake
revisionsandthinkaboutwhat
dotheyneedtochangeto
improvetheircar.When
studentslearnbydoing,I
believeitmakesthemmore
excitedtoseesuccessin
comparisontoiftheywere
toldexactlywhattodowith
 doyouthinkyoucandoto Ilearnedthatlettingthe
yourprototypetobringit studentstakecontroloftheir
downthezipline?Whatcan learning(withsetboundaries
youchange? andrulesofcourse)canbea
riskbutalsoameaningfulone
Andwheneverstudentswould asthestudentswillalways
saysomethinglikeYoursisso remembertheseopportunities.
slow!Mr.Stewartwouldsay Iwouldusethismethodina
Itsnotacompetition,wecan scienceclassbecauseithasa
shareideastoimprove lottodowithexploration.
Scienceisthebestsubjectto
Mr.Stewartsclassroom exploreandtestout
managementwhilecarrying hypotheses.Withtheright
outaseeminglychaotic direction,studentsshouldnot
experimentwassuperbashe beafraidtomakemistakes,
setboundariesforthestudents andshouldbeabletotry
andclearrulesthathe somethingdifferenttomake
expectedthemtofollow. themselvessucceed.Fora
Whenonestudentmisbehaved specificexample,Iwoulduse
andranunderthezipline,he thismethodifIweretohave
stayedtruetohiswordandthe studentscreateabattery
studentswerenolonger poweredcar(asanendofunit
allowedtotestouttheir projectaboutcircuits).Iwould
designsuntilthenextday. askthemWhatdoesacircuit
needtorunelectricity?aswell
Thestudentsunderstandhis asotherquestionsthatspark
wayofteaching,andwhileit thinkingfromtheprevious
doesntworkforeverybody,he lessons.Ifstudentscantake
makesitworkinawaythathe theirlearningandapplyittoa
canbesillyattimesandstern reallifeexample/project,they
atothertimes.Hewasavery willvaluetheirexperiences
respectedteacherandiadmire moreandbeexcitedtolearn.
that.Withthisstyleof Onethingtobewaryofthis
teaching,Ialsolikedhowhe styleofteaching/learningis
reinforcedideasoflearning thatitcanandwillgetloudin
sciencenotbyreadingoutofa theclassroom.Boundariesand
textbookandusingdefinitions, rulesneedtobesetbefore
butinsteadusingwordslike studentsaresetfreeandI
prototype,variables,and feelliketheteachermusthave
experimenttoshowwhatthe goodclassroommanagement
scientificmethodisallabout skillsbeforeevenattempting
(learningbydoing). toletstudentshavefullcontrol
oftheirexperiments.


2 1
Requirements Threeormoremethods,fromvaried
resources(i.e.fieldobservations,class
resources/experiences,research),are
highlighted.
Showsathoroughunderstandingofthe
Methods methodsobserved,experienced,or
Description researched.Thoroughlyexplainshow
themethodswerepresentedand/or
implementedsothatitcanbe
replicated.
Evidenceofcriticalanalysisofthe
Analysisand methodshowsthestudentis
Reflectionof consideringmultipleaspectsregarding
Methods implementationanduse.Reflective
commentsevidencedepthinthinking
abouthows/hefeelsaboutthe
methodsobserved,experienced,or
researched.
Implementation Logentryincludesdetailedexamplesof
howthemethodscouldbeusedina
middleschoolclassroom.
Content Logentryincludesdetailedexamplesof
Connections howthemethodscouldbeusedto
teachaspecificsubjectand/ortopicin
themiddleschool.
TotalPoints:10/10
Methodslogismissingonemethodor
methodsarenotfromvariedresources.
Demonstratessomeunderstandingof
themethodsobserved,experienced,or
researched.Explainshowthemethods
werepresentedand/orimplemented.
Someevidenceofanalysisofthe
methodshowsthestudentconsiders
morethanoneaspectregarding
implementationanduse.Reflective
commentsshowsomecriticalthinking
abouthows/hefeelsaboutthe
methodsobserved,experienced,or
researched.
Logentryprovidesvague/general
examplesofhowthemethodcouldbe
usedinamiddleschoolclassroom.
Logentryincludesvague/general
examplesofhowthemethodscouldbe
usedtoteachaspecificsubjectand/or
topicinthemiddleschool.