Teaching Scenarios Assignment - Research Paper Example

WEEK 4 SCENARIOS ASSIGNMENT Scenario Joanie will be able to identify the specific areas where her have difficulties by setting an exam. This exam will present questions from different areas of the subjects so that the teacher will be able to identify those specific areas (Mariotti, 2009). After the students have done the exam, the teacher will mark and award points for every specific area of the subject. She will then pass through all the student papers checking the areas were performed poorly by majority of the learners.

Joanie should organize students into mixed ability groups. Students who performed better in the areas examined will be mixed with those who missed out on the questions (Harmin, and Toth, 2006). The teacher will then initiate a discussion encouraging each member of the group to participate in the intercourse. This will enable those who performed poorly in the areas to learn from the top achievers in the same. Secondly, the teacher may initiate presentations in class with those students who performed better presenting their findings and ideas to the rest in class (Mariotti, 2009).

Those who did not perform well will be encouraged to ask question on areas they did not understand hence encouraging them to understand the task better The teacher should talk with the students who performed poorly and encourage them to appreciate their little effort and work harder to improve their grades (Harmin, and Toth, 2006). This will make them feel appreciated and dispel the wrong notion that poor performance in a certain area may lead to perpetual failure. Scenario 2 Andre who is a social studies teacher should make proper use of his remaining 5-10 minutes of his teaching activity by presenting oral question and answer method.

This is where the teacher will formulate oral questions and pose them to the students. Students’ responses for these questions will help the teacher in assessing the achievement of the lesson objectives (Mariotti, 2009). If majority of the students are able to give the right responses to the questions, then the objectives have been well achieved and if not, the teacher will have to revisit the area for further drilling of the concepts. The teacher should organize the students into groups and then have them discuss questions orally with each other.

The students will help each other to understand better different concepts since different students have different understanding (Mariotti, 2009). The teacher can then go round the groups and assess how the students are carrying out their discussion activities. Scenario 3 Jeff who has been teaching students from diversified background should ask his students to create a project which incorporate the effects of cultural diversity on learning. The students should focus their discussions on both negative and positive impact of culture on education (Kafai, et.al. 2012).

The discussions should include history of education and the major changes that it has undergone with time. The students should include in their discussions possible solutions to the drawbacks of diversified ethnicity on education. The teacher should ask the students to discuss how they think the background in which they were brought up in has changed influenced their learning. This should include a detailed information on whether the learners think that their education status would have been different had they been brought up in a different culture (Kafai, et.al. 2012).

The teacher should ask the students to explain thinks which makes them feel that a certain culture is superior to others. The students should also include suggestions in their discussion on they think should be introduced or done away with in their culture to improve their education status. Scenario 8 Teacher Kevin should prepare a discussion question requiring his students to narrate a story about a certain historical landmark which they visited (Mariotti, 2009). This questionnaire will guide students on what they are required to do and what specific information their teacher requires from them.

The teacher should clarify to the student that the narrative of each student should be different from that of other students. This will ensure that students do not rely on what they hear from their colleagues or what they read from books (Harmin, and Toth, 2006). In order for the teacher to ensure that students are adequately prepared for presentation, he should ask each student to narrate the field reports they have written to their colleagues. This will enable the students to listen attentively to what others had encountered during their tour.

In case some of the students had not visited any historical sites, they will have to pressure their parents to take them out for a tour to visit such places like their friends (Mariotti, 2009). Making of oral presentations by each student to their colleagues will make them courageous during the final presentation day. References Harmin, M. and Toth, M. (2006). Inspiring Active Learning: A Complete Handbook for Today's Teachers ASCD. Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S. and Herrera, F. (2012). Embracing Diversity in the Learning Sciences: Proceedings of the Sixth International Conference of the Learning Sciences.

Routledge Mariotti, A. P. (2009). Creating Your Teaching Plan: A Guide for Effective Teaching. AuthorHouse.