785 - Life Science Gs

Casta Garcia-Rosen
EDUG 785- Life Science

Professor Loverso
12/1/14
Growth Statement
Instructional Planning:
Describe how your lesson planning skills have improved and why.
I am more focus on establishing objectives and questions that elicit higher order
thinking. My science lessons are focused on the desired results of the lesson and
what I want to students to get from the lesson content. When writing a lesson I am
focused on using more though-provoking questions with students that challenges
them to think critically about the concepts presented. The types of questions used
can impact how much students learn. I learned to avoid using questions that begin
with can or do that elicit yes or no responses. It is also important to give
students time to think and reflect when answering questions. The 8 seconds rule
gives students a moment to think before they respond. These are some of the ways
my instructional planning skills have improved after taking this course.
Explain what you have learned about the elements of lesson plans from this
course.
The elements of lesson plans I learn during this course are the different stages of
lesson planning. Stage 1: Desired Results, teachers have to establish goals and
essential questions for students that help them understand the content by the end of
the lesson. Stage 2: Assessment Evidence: performance tasks, teachers must assess
students learning through formal and informal assessments; tests, labs, journals,
and group activities are some of the ways I would assess my students when
teaching science. Stage 3: Learning Plan: instructional strategies: WHERE- What
students know, Hook and hold your students, Experiences that engages students,
(students) Reflect on learning, (students) Exhibit their understanding. These
elements of learning are crucial to teaching as it guides the lesson and helps
students stay focused when there is a plan and procedure that is logical and
sequential.
Describe the features from this course that have allowed you to grow in the
area of instructional planning and delivery. (i.e. questioning, cooperative
learning, article presentations, etc.)
Throughout the semester I read articles related to teaching science to at-risk
students, went on field trip to the New York Botanical Gardens and worked with a
partner on creating a science unit and 6 lesson plans. These tasks allowed me to
grow as an educator as I learned how to develop a science lesson and deliver the
content.
The articles were very useful as it discussed effective strategies and how to teach
science content to at-risk students. Some of the highlights presented in the article
were how to teach students to organize their science notebooks, record, keep track
of their science experiments, and notes. The field trip and lesson presentation
taught me more about the important parts of planning a lesson and how to deliver
science concepts. In particular, effective questioning and cooperative learning
activities in lessons needs to be incorporated during instruction.
Knowledge of The Learner:
Explain what you have learned about different learning styles.

Students have different needs and often have different learning styles. Teachers
need to be aware of how their students learn best. Through the use of student
interest inventories, observations made in the classroom, and getting to know
students teachers can learn about their students. Many students learn through
visuals and hands on experiments. At-risk and disabled students also have
accommodations that need to be included in the lesson. It is important that teachers
include these students in activities that meet their abilities. For example, for ESL
students should work together with someone who speaks their language or
someone who can help them during the lab experiments. In addition, students can
learn content in different ways, having videos, recording observations and drawing
allows students to learn in different ways.

Describe the ways in which your work in the course has helped your
understanding of different learning styles.
During the class trip to the Botanical Gardens we discussed how students learn in
different ways. Creating things, making observations and taking part in hands on
experiments were some of the ways that students learn.

Explain how you have grown with regard to your ability to differentiate for
at-risk and disabled students.
I have learned more about differentiating for at-risk and disabled students
throughout the semester. In this course for the lesson presentation we had to
differentiate student work and provide students with different level work that
would meet students learning needs. In my case each student was grouped based
on reading ability and had different activities that covered the same content. Some
had matching and others had more writing in their task.
Content Knowledge:
Describe the specific content you have learned during the course.
During the field trip I learned about the ecosystems and the organisms. Using a
pond model we learned more about the energy transfer of animals and the
connections between living things and their needs.

Explain how you would teach some of this content to at-risk and
disabled students in grades K-6.
One of the main points discussed in the articles and the trip was having meaningful
and creative tasks that include hands experiments in which all students can learn to
think critically. For at-risk and special needs students I would use of hands on
activities such as visuals and arts and crafts to motivate students to pay attention
and learn more about science. During my lesson (What do animals need to live
and thrive?) activity I used clay and visuals as a way to engage students while
learning about the needs of animals. The use of hands on activities (clay and group
work) activates prior knowledge and initiates students interest while developing
inquiry and observational skills. For special needs students I would pair them up
with a higher -level student and provide graphic organizers to help them with the
learning process.
Future Personal Growth:
Did you meet the objectives you set for yourself in your retrospective?
Explain.
The objective I set for myself at the beginning of this course was to learn how to
teach science concepts. Through the field trip and planning a unit and lesson plan I
learned how to develop science objectives. In working closely with another student
on the science lesson I applied instructional strategies that formulated a cohesive
lesson. I learned how to use the WHERE- What students know, Hook and hold
your students, Experiences that engages students, (students) Reflect on learning,
(students) Exhibit their understanding. This was a useful tool that helped me learn
how to teach science concepts.

Describe the areas in which you need to improve.
I need to improve on questioning. I realized this after my lesson presentation when
Mr. Loverso recommended that I present students with more challenging
questions. Upon reflection, I began to think how important it is to start with level
one questions and move on to more critical thinking questions. This encourages
students to rethink more about science concepts they have learned and make
connections real life experiences.
Conclusion:
In a single paragraph, summarize and evaluate your overall experience in this

course.
During this course I learned about instructional planning and the science content
that is appropriate for at-risk and disabled students. There was an emphasis on
questioning, differential techniques and the use of hands-on activities. Taking this
course independently was a learning experience. It was interesting to learn outside
of the classroom and then do a lesson presentation in front of the class that I was
not a part of. One of the most important things I learned when presenting my
lesson is that you need to be flexible and prepared for the unexpected. This
experience has taught me a valuable lesson in dealing with confrontations from
disruptive students. I am aware that all lessons would not go as planned and for
this reason it is imperative that I learn different classroom management techniques
because they significantly impact how effective my instruction would be.

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Casta Garcia-Rosen

EDUG 785- Life Science

Knowledge of The Learner:

Explain what you have learned about different learning styles.

allows students to learn in different ways.

experiments were some of the ways that students learn.

connections between living things and their needs.

how to teach science concepts.

In a single paragraph, summarize and evaluate your overall experience in this

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