the word magnetism. his/her magnetism definition to life. The student incorporates details from the books AND videos shown in class. his/her magnetism definition to life. The student incorporates details from either the books OR videos shown in class. incorporate details about magnets into his/her definition. to develop a definition of magnets. Instructor: _______ Out of 4 points Ideas and Content The extent to which the student connects information to the objects. Accurate descriptions of the similarities between both magnetic and nonmagnetic objects. Most of the descriptions of the similarities between both magnetic and nonmagnetic objects are accurate. However, there are some inaccurate details. Some of the descriptions of the similarities between both magnetic and nonmagnetic objects are accurate. However, there are many inaccurate details. Rambling, thoughts that are unrelated to the topic AND unrelated to the text. (Weight: X2) Instructor: _______ Out of 8 points Conventions The extent to which student uses correct spelling, punctuation, capitalization. Excellent control, few or no errors, making the message able to be read and understood quickly. A few errors that do not interfere with readability and do not distract from understanding the message. Errors interfere with readability OR understanding the message. Due to the amount of errors, the message cannot be read AND cannot be understood. Weight: .5) Instructor: _______ Out of 2 points Total Score (14/14): __________/ 14 Comments: Student Friendly Rubric: -I listened the entire time. -I followed most of the directions. -I did some of my work. -I didn’t do my best.
-I follow directions -I was focused -I answered all of the questions. -I had ending punctuation. -I had complete sentences. -I had lowercase and capital letters where they belong. -I did my best work. -I tried. -I understood the questions and I did the work. -Most of my sentences were complete. -Most of my sentences had ending punctuation. -I had lowercase and capital letters where they mostly belong. -I focused sometimes. -I understood part of what was asked. -I need to go back and check for: -capital letters. -lowercase letters. -ending punctuation. -complete sentences. -I talked to friends a lot. -I need to go back and check for: -capital letters. -lowercase letters. -ending punctuation. -complete sentences. -I need help and it’s okay. Comments: STUDENT WORK Below is the data from this learning experience. The charts will show the number of students who performed at each level for both the pre-assessment and the The chart also shows the percentage of the class that performed at each level. Pre-Assessment Data
MODIFICATION TABLE Modification Type Specific Modification Rationale Benefits Environmental/ Management Already implemented environmental and behavior management techniques: -Preferred seating: Chatty students are separated and the students who are below average are placed toward the front of the room. -The token system: When students follow directions they are given a Panther Pride Paws ticket. Each student puts his/her name on the ticket and puts them in the raffle bucket. At the end of every day, the teacher pulls one ticket and that student wins a pencil. The students have assigned seats. In doing so, the students who get too chatty when they are together are separated. Also, the teacher will be able to monitor the students towards the front of the room easier. As the teacher is presenting material, he/she can look over to make sure the students are following along. Furthermore, the token system is a positive reinforcement technique to increase desired behavior. With both modifications, students are more likely to remain on task and get the most out of each lesson; the system gives students an incentive to work hard. Also the preferred seating makes sure the students who are struggling receive the support they need and the chatty students do not distract themselves as well as other students. Instructional -I incorporate Howard Gardner’s Multiple Intelligences into instruction. By so, I made sure the lesson was appealing to: linguistic learners, logical mathematical learners, learners, musical learners, spatial learners, interpersonal learners, Making the lesson appealing to numerous attributes of Howard Gardner’s multiple intelligences hooks the students and in doing so, makes the students eager to learn. Students are better able to grasp and remember information that is presented according to their preferred learning style. Therefore, it increases the retention of the knowledge I present throughout this lesson.
to express their thoughts (without getting discouraged). Tasks -Listen to a BrainPOP Jr. video and the Mystery of Magnets. -Test objects to see if they are magnetic or not. -Write about what they have learned and the similarities they found. The goal throughout this magnets lesson is to keep the students engaged by learning in a way that interests them. When students are engaged (especially in hands-on activities) and are being taught in a way that they are interested in, the students are more likely to have success and retain the information being taught. There was one student who was still at the beginning level after the assessment for this learning experience. Therefore, I will repeat the information I taught a lot within the next two lessons (which are more hands-on) and also throughout the remainder of the year. The child will then be able to understand the material (that he could not comprehend after this lesson) by the end of the unit/school year. Furthermore, during free time, the aide may pull the student aside in order to review material he is continuing to struggle with. TIME REQUIRED Planning This learning experience takes about one hour and thirty minutes (ninety minutes) to plan. This specified time includes finding a copy of The Mystery of Magnets big book, to log on to BrainPOP Jr., to create the Mighty Magnet worksheet, Magnets writing worksheet, and the Magnet acrostic poems. Also, to make copies of the worksheets, to find the materials needed for testing, to locate magnets for each student, and to create writing prompts for the students’ writing. Implementation This learning experience was designed to be taught (and completed) in a seventy minute science block. Assessment The pre-assessment and post-assessment tasks were administered as a whole group. The pre-assessment takes about ten minutes to complete and the post-assessment takes