Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to four of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
Jeff teaches a middle school art class at Charlottesville Jr. High in Charlottesville, VA. His school serves a diverse population of students, and within his classroom he has students of varied ethnicities and abilities. Over the course of the year, his students will be completing a variety of projects in a number of different artistic disciplines. As the year nears an end, Jeff begins to develop a culminating project. He wants his students to look back on their work from the year and to consider their successes and failures. He also wants them to reflect on how they have grown and to think about how this year’s work will develop them in the future.Write a 7-10 sentence description of a final project that Jeff could ask his students to create. Write it as an instructor, in language that students would be able to understand. Be sure that the project meets all of Jeff’s requirements.Eileen teaches elementary school math at a small school near Burlington, Vermont. Most of her students come from wealthy families who live in suburban Burlington and who come to class very prepared skill-wise for the teaching that takes place in her classroom. As a final project, she wants each of her students to present one of the concepts from the term to the rest of the students. Within their presentation, she wants each student to define the concept, give an example of it, and present a real world situation where the concept would be useful. She also asks each student to speak for at least two minutes. When she assigns the presentation, she wants to be certain that students understand the requirements of the assignment and how specifically they will be assessed. She also wants parents involved throughout the entire process.What are three specific resources that she should give to students in order to ensure they are prepared? As they present, how can Eileen be certain she is actually assessing what she claims to be? How can she offer students specific feedback on their presentations?Kate teaches at a Kindergarten near Boston at a school that serves one corner of Boston’s downtown population. Most of the students in her all day class are African-American and the school itself is located downtown and surrounded by the Boston cityscape. With Thanksgiving approaching, Kate wants to devote time in class to the history of Thanksgiving and how the holiday relates to American history. On one specific day of class, she decides to focus on the importance of the first meal. As one element of her instruction, she plans to teach students how to create turkeys using their hands.Suggest an instructional sequence focused on the creation of hand turkeys that includes :pre-assessment, to gauge students initial knowledge; informal assessment, to check understanding while the work is being completed; and summative assessment, to check for understanding once the work is complete.Megan teaches a sixth grade art class in a small school near Austin, TX. Most of her classes have 15-20 students of varied skill levels, cultures, and socio-economic backgrounds. Some of access to computers and technology, but many live in homes where technology is not readily accessible. She wants to find a way to embrace the varied backgrounds of her students in a project, and begins planning a multimedia project that requires students to share a specific element of their culture with the class in a 2-3 minute presentation. While she wants every student to put in the same amount of work, she also wants to give students a choice of projects. In all cases, she wants all presentations to include a creative visual element of some kind, a short speech that details how this element of each student’s culture has impacted them individually, and a brief history/timeline of the cultural element.Suggest three specific choices that Megan can offer to the students that would include all three presentation requirements: a creative visual, a discussion of the element’s importance, and a brief history/timeline. Consider options that focus on different skill sets: writing, visual arts, music, etc.Shelby teaches 9th grade Social Studies at a small high school in the rural plains of Kansas. Most of her students are farm kids who will end up working their parents’ farms for the duration of their time in Kansas. In order to make use of the abundant knowledge related to farming and farm equipment, Shelby decides to read Of Mice and Men with her students. Each day in class, she and her students read one chapter of the book and she wants to assign them evening homework that will follow up on the chapter. Once they are finished reading, they will be writing a five paragraph essay that focuses on one character from the book and how they change over the course of the text. For their final essay, students will be required to use quotes from the text as support for their paragraphsSuggest a nightly assignment that Shelby can give to her students that will reinforce the day’s reading but also help them in preparing for the final essay. What can Shelby do on a daily basis to confirm that all students are keeping up with their homework? How might she enlist the help of parents in keeping students on track?Kevin is a middle school U.S. History teacher in a suburban school near Philadelphia. Many of his students are children of Professors or other employees of nearby Penn University. As a result, many of his students have already been introduced to the many historic sights in and around Philadelphia. As a project to finish the quarter, Kevin wants to have each student visit a local historical landmark and teach the class about it. Before they present to the entire class, he wants to make sure that they are prepared and that they have a chance to practice their presentation. Specifically, he wants to make sure that all students are prepared to talk about the landmark’s history, their experience visiting it, and that they sound professional and prepared. Unfortunately, he does not have class time to listen to every student in class to make sure they are prepared.Suggest a way that Kevin can use the students in class to preview each speech and to check for the three specific elements he wants included (history, their experience, preparedness). Give detailed instructions for how Kevin can prepare his students and what resources he can use to ensure that all students are prepared before they give their final presentations
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