Goal 2
Description
Rationale
Goal 2:
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TP Competency:
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Action 2:
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Time Frame:
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Support needed:
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How will you provide evidence of the success of the action:
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Reflection:
Activate the students background knowledge by reviewing and assessing what they already know.
Planning for learning
I will activate background knowledge of students by using KWL board and having them turn and talk with partner about what they know.
I will use higher order thinking questions from blooms taxonomy during the lesson.
done approximately every day for math and literacy lessons, once weekly for science lessons.
planning consecutive lessons, Bloom's taxonomy questions, KWL board
Activate the students background knowledge by reviewing and assessing what they already know.
It is required to understand what students know already and that through motivating their learning and here there is a connection between the current and the existing knowledge that students have and the new knowledge provided to them. In turn, here the previous is supported by the new knowledge provided to them. Through connecting the past with the current, that increases students skills .
Teachers should focus on managing students use critical thinking skills and that through using high order questions that manage them to think and focus .The use of Blooms Taxonomy. According to Cullinane (2009) there are more thinking order skills that benefit teachers and enable them to organize questions to help students. The skills were identified in areas including creating, evaluating, analyzing, applying, understanding and remembering. Such method benefits both teachers and students (Cullinane, 2009).
Cullinane (2009) stated that,” Bloom's Taxonomy is hierarchical; meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at the lower levels.” (Cullinane, 2009). That in turn agrees with the second objective of the necessity of connecting the previous with the current and so on.
Prior of my teaching practice, , I thought that starting in the lesson directly without any importance of making a review for the previous materials . However, after that after starting my teaching practice, I observed the method that the teacher follows before starting explaining the new lesson. And here the comment was from the teacher who advised me to make a review for the previous lesson and that to connect students with the new lesson and that act is essential for assessing what students know already. For all that I used “KWL”( K , What I know , W, what I want to know , L, what I learnt ) Board to make review. Also, through using the Blooms Taxonomy in my lessons, I found its value and efficiency to be used in the classroom as through which, there is an identification for how to Identify how to encourage, teach and then assess these skills is an important role of the teacher. (Cullinane, 2009).
Reference
Cullinane, A. (2009). Bloom’s Taxonomy and its Use in Classroom Assessment . Retrieved from https://www.researchgate.net/publication/283328372_Bloom's_Taxonomy_and_its_Use_in_Classroom_Assessment
Achievement
Evidence
Subject: Literacy
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Theme: All About Me
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Outcome: Letter N and the sound /n/.
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Teaching practice competency: Planning for learning
Description: First I did KWL online, then we print the paper after that we post the pictures of the students who gave me the answer so in the next time other students will get excited and they will share their ideas.
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I used “KWL” Board to make review. By using Blooms Taxonomy in my lessons, I saw that it was effective and efficient because they gave their attention and I let them to trun and talk to share their information and understand each other (Cottman, 2007)