Instructional Strategies
The focus area I observed is students' leaderships skills and problem-solving skills nevertheless; an environment did accomplish for the students to make decisions in assuming leadership roles. During the observation, I noticed Mr. Rohlmeier's classroom instructional strategies lesson objective was to write a paper solving the problem with the Proclamation of 1763. The focus was on the Sugar Act and as the weeks precede the Currency Act, Stamp Act, and Molasses ACT of the Proclamation of 1763 will follow. His Hook caught the student's attention which was how would you solve the problems that the Parliament and King Georgia III created for the colony? The students were in Small Groups of five as they read the Proclamation of 1763 and discuss
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the problems the people were having in the settlement and possible solution. Mr. Rohlmeier created an environment for students to make decisions in assuming authority roles by selecting a governor for their group. Each community works together to come up with a plan of action in response to the Sugar ACT the Parliament and King George III created. The role of the governor was to get the group organized and keeping them on task and schedule. The governor makes sure everyone has a chance to contribute each student was an active participation in the group exercise. The governor meets with other leaders to discussion problem that they are incurring in their colony.
Furthermore, each head helps lead the group to solve the problems and to come up with an action plan to response to the Sugar Act.
Also, kept records of the grams of sugars their colony used per day. Mr. Rohlmeier created an environment for students to make decisions in assuming leadership roles and incorporated a lesson with Life Experience. Nevertheless, when the colony feels the effect of the Sugar Act on had on their colony. Each province was charged per gram of sugar used each day. The students counted the grams of sugar that were in their lunch. This help the students feel the effects it had on the social institution each day and on their jobs. The great understanding did occur when the teacher worked with each group to answers student's questions and concern. Therefore, the Proclamation of 1763 was read out loud, and the students focus on the Sugar Act and as the weeks continue the students will cover the Currency Act, Stamp Act, and Molasses ACT. They got the big understanding when they were taxed by grams of sugar they used each day. The lesson reached Multiple Intelligence with hands-on activities, and some student acted out their plan of action in response to the Act. (Bodily/Kinesthetic). The students were interacting with others in group discussion (interpersonal). Some students in the group protested their response to the ACT …show more content…
(intrapersonal) What I will execute in the classroom: I will ask higher level of thinking questions that will help the students to expand on a more world view and to l have the class to look at the Big Idea I will ask questions like what is the theme or meaning?
State the principles or generalizations. Support your opinion with evidence. Give me the detail on the Why, What, Where, When. What. Define the word ethics and what was the problem with the Sugar Act the colonies was facing? What were the conflicts the people were having with the government? Were there any ethical issues with the Proclamation of 1763 if so, what are the Pro and Con /What are some of the ethical issues we are facing in American? (Prejudice or Bias Discrimination why or why not) What do you approve of why and why not? The language of Discipline what vocabulary was used? What Language is used by the colonies, what tools are used (jargon icons, distinct phases, and teams) in the proclamation of 1768? What groups of people make up the colonies? Unanswered Questions What information is unclear, missing, or unavailable? What word you don't understand? What unresolved issues the colonies had? What pattern do you notices, can you predict what will happen next? Why do you think the model exist? Multiple Perspectives: How would other see the situation differently? Who agrees and disagree? What role do they play and how do their opinions differ? Who believes what and why? I would believe in the student's potential I would let them know they can do
anything. Nevertheless, they can archive anything in life and failure is a part of life learning you must try header and never give up on your dreams in life. Furthermore, I will construct scoring guides aligned to this lesson objective.
I will use a Rubric in my classroom this will help the students to know what to expect, and they will know how to get a 100 %, and they don't have to remember all the directions.
My rubric for the paper on the Proclamation of 1763
The name of the Act (2 points) -------------------------------------
Main/ Key points of the Proclamation (5 points) -----------------------
Cause and Effect of this Act on the colonial (20 points) -------------------
Your colony's plan of action in response to this ACT (20 points) ----------------- The circumstance that causes Parliament and King George III to create (15 points) ---------------
Neat and precise (10 points) ------------------------
Multiple Perspectives of others (8 points) ------------------------------
What were the ethical issues? (10 points) ----------------------------------------
Grammar (10 points) -------------------------
the problems the people were having in the settlement and possible solution. Mr. Rohlmeier created an environment for students to make decisions in assuming authority roles by selecting a governor for their group. Each community works together to come up with a plan of action in response to the Sugar ACT the Parliament and King George III created. The role of the governor was to get the group organized and keeping them on task and schedule. The governor makes sure everyone has a chance to contribute each student was an active participation in the group exercise. The governor meets with other leaders to discussion problem that they are incurring in their colony.
Furthermore, each head helps lead the group to solve the problems and to come up with an action plan to response to the Sugar Act.
Also, kept records of the grams of sugars their colony used per day. Mr. Rohlmeier created an environment for students to make decisions in assuming leadership roles and incorporated a lesson with Life Experience. Nevertheless, when the colony feels the effect of the Sugar Act on had on their colony. Each province was charged per gram of sugar used each day. The students counted the grams of sugar that were in their lunch. This help the students feel the effects it had on the social institution each day and on their jobs. The great understanding did occur when the teacher worked with each group to answers student's questions and concern. Therefore, the Proclamation of 1763 was read out loud, and the students focus on the Sugar Act and as the weeks continue the students will cover the Currency Act, Stamp Act, and Molasses ACT. They got the big understanding when they were taxed by grams of sugar they used each day. The lesson reached Multiple Intelligence with hands-on activities, and some student acted out their plan of action in response to the Act. (Bodily/Kinesthetic). The students were interacting with others in group discussion (interpersonal). Some students in the group protested their response to the ACT …show more content…
(intrapersonal) What I will execute in the classroom: I will ask higher level of thinking questions that will help the students to expand on a more world view and to l have the class to look at the Big Idea I will ask questions like what is the theme or meaning?
State the principles or generalizations. Support your opinion with evidence. Give me the detail on the Why, What, Where, When. What. Define the word ethics and what was the problem with the Sugar Act the colonies was facing? What were the conflicts the people were having with the government? Were there any ethical issues with the Proclamation of 1763 if so, what are the Pro and Con /What are some of the ethical issues we are facing in American? (Prejudice or Bias Discrimination why or why not) What do you approve of why and why not? The language of Discipline what vocabulary was used? What Language is used by the colonies, what tools are used (jargon icons, distinct phases, and teams) in the proclamation of 1768? What groups of people make up the colonies? Unanswered Questions What information is unclear, missing, or unavailable? What word you don't understand? What unresolved issues the colonies had? What pattern do you notices, can you predict what will happen next? Why do you think the model exist? Multiple Perspectives: How would other see the situation differently? Who agrees and disagree? What role do they play and how do their opinions differ? Who believes what and why? I would believe in the student's potential I would let them know they can do
anything. Nevertheless, they can archive anything in life and failure is a part of life learning you must try header and never give up on your dreams in life. Furthermore, I will construct scoring guides aligned to this lesson objective.
I will use a Rubric in my classroom this will help the students to know what to expect, and they will know how to get a 100 %, and they don't have to remember all the directions.
My rubric for the paper on the Proclamation of 1763
The name of the Act (2 points) -------------------------------------
Main/ Key points of the Proclamation (5 points) -----------------------
Cause and Effect of this Act on the colonial (20 points) -------------------
Your colony's plan of action in response to this ACT (20 points) ----------------- The circumstance that causes Parliament and King George III to create (15 points) ---------------
Neat and precise (10 points) ------------------------
Multiple Perspectives of others (8 points) ------------------------------
What were the ethical issues? (10 points) ----------------------------------------
Grammar (10 points) -------------------------