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Summary D170 Task 2.docx D-170 KJM2 €” KJM2 TASK 2: STRATEGIES FOR ACTIVE ENGAGEMENT CREATING AND MANAGING ENGAGING LEARNING ENVIRONMENTS €” D170 A1: VIDEO 1 DESCRIPTION My first video was Case # and titled, €œPracticing Presentation and Audi$7.49
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Summary D170 Task 2.docx D-170 KJM2 €” KJM2 TASK 2: STRATEGIES FOR ACTIVE ENGAGEMENT CREATING AND MANAGING ENGAGING LEARNING ENVIRONMENTS €” D170 A1: VIDEO 1 DESCRIPTION My first video was Case # and titled, €œPracticing Presentation and Audi
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D170 Task D-170 KJM2 €” KJM2 TASK 2: STRATEGIES FOR ACTIVE ENGAGEMENT CREATING AND MANAGING ENGAGING LEARNING ENVIRONMENTS €” D170 A1: VIDEO 1 DESCRIPTION My first video was Case # and titled, €œPracticing Presentation and Audience Skills through Science Presentations, took...
d170 task 2docx d 170 kjm2 €” kjm2 task 2 strategies for active engagement creating and managing engaging learning environments €” d170 a1 video 1 description my first video was case 191
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D-170
KJM2 — KJM2 TASK 2: STRATEGIES FOR ACTIVE ENGAGEMENT
CREATING AND MANAGING ENGAGING LEARNING ENVIRONMENTS — D170
A1: VIDEO 1 DESCRIPTION
My first video was Case # 191158942 and titled, “Practicing Presentation and Audience
Skills through Science Presentations,” took place in a kindergarten classroom. The class of 20 is
sitting on a rug in front of a large screen, preparing to watch a short movie about wind and its
elements. The children sit on a colorful rug that accommodates all of them. The walls are
painted a bright yellow. The teacher stands in front of the students. She shows the students a
visual aid about listening rules as she asks them questions. She bends down slightly to get down
to their level as she talks. She solicits answers from several students, using tone and body
language to encourage them to finish her sentences as she recites each listening rule.
Next, the teacher sets up what the students will be viewing on the screen. She reviews
what they have been learning about wind. She uses a sentence strip and tracks each word as she
reads it aloud. When she sees someone who isn’t paying attention, she reminds them by saying a
simple command, “Face forward.” She actively tries to get students to participate by randomly
calling on students whom she has not heard from.
Students were practicing active listening skills by sitting still, eyes/face forward, mouths
closed, and ears listening. She took care of behaviors by reminding the student of the rule and by
remaining in close proximity. The teacher was also able to use a behavioral management
technique of anticipating a problem one student was having with a prop he was holding. She
quickly replaced it and helped him regain focus by reminding him of what she wanted to see.
, The students were all engaged. The pace was fast, the teacher used technology as well
as visual aids to keep the children focused. Props, animated body language and the teacher’s
annunciation of select words in her lesson also helped hold student’s attention.
A2A: VIDEO 1 EXPLANATION OF LEARNING ENVIRONMENT
The teacher designed the learning environment as a community. Classroom rules and
expectations were printed on a poster that the teacher was holding as a visual aid as she
reviewed the listening and speaking rules. Students held jobs that enabled the classroom to
run more efficiently and helped the classroom feel collaborative and like a community. For
example, when the teacher was ready to start the video clip, she noticed the lights were still
on. She called on the ‘Light Monitor’ to turn them out which helped the students by not
having to wait for the teacher to make her way over to the wall. Behaviors were avoided and
student’s focus remained intact. In addition, by pre-teaching the classroom rules often, many
students were able to fill in the missing language when the teacher addressed them before the
day’s lesson. These students demonstrated their knowledge of classroom rules and were able
to say the answers in unison. Knowing the classroom rules surely helps students avoid
behavioral issues and they’re able to meet their teacher’s expectations. This helps the
classroom operate efficiently and effectively.
This teacher set up her classroom so she could address all of the students at the same
time. Although students sat on a large rug without markers, they were still and kept their
bodies to themselves. The teacher was able see all of her student’s faces and she frequently
got down to their level when addressing them. Since they were corralled together on the rug,
the teacher didn’t have to walk around when she wanted to include a certain student in the
lesson. All of her resources were close by and she was able to engage students with her lesson
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