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Summary D170Task2 D170 Task 2 €“ Strategies for Active Engagement WGU - D170 Creating and Managing Engaging Learning Environments A1. Video 8: Investigating Needs of Plants CA$10.79   Add to cart
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Summary D170Task2 D170 Task 2 €“ Strategies for Active Engagement WGU - D170 Creating and Managing Engaging Learning Environments A1. Video 8: Investigating Needs of Plants

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D170Task2 D170 Task 2 €“ Strategies for Active Engagement WGU - D170 Creating and Managing Engaging Learning Environments A1. Video 8: Investigating Needs of Plants and Predicting Growth under Various Cond...

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  • May 27, 2021
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  • 2020/2021
  • Summary

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  • d170task2 d170 task 2 €“ strategies for active engagement wgu d170 creating and managing engaging learning en

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D170
Task 2 – Strategies for Active

Engagement


WGU - D170

Creating and Managing Engaging Learning
Environments


A1. Video 8: Investigating Needs of Plants and Predicting Growth under Various Conditions –
2nd Grade

In this video, the teacher started out in front of the whiteboard with her students facing her

and sitting on the rugs on the floor. She started out by asking the students questions and she

guided the lesson by building upon their former knowledge and then went into brainstorming

with them. The teacher used the white board to write down information for the students to aide in

their visual learning. She used a child-centered approach to learning and discovery learning. The

classroom, from what we could see, was very well laid out and there was plenty of room for the

students learning. The teacher

was able to use group work to help the students develop their social interaction skills and their

language skills. The students were very interactive and very enthusiastic. They were able to

observe, explore, create, and experiment.

A2. The teacher was able to keep her students engaged by using a child-centered approach. She

allowed the students to be involved instead of lecturing them the entire lesson. She allowed the

children to not only work in groups, but she allowed them to use their senses (sight, smell, feel)

to further their knowledge. While she did go around to the different groups to explain what they

were doing I feel as though she should have gone over it as a whole group and then let them

break into their groups. The room seemed very chaotic, and students were talking loudly over

each other. I had a hard time hearing the teacher talking to the individual group she was at, so I

, am sure that the students had the same issues. I do not have an issue that she had the students in

their groups on the floor, but it may have

been better to have a couple groups on the floor and a couple of groups at desks. There was

just so much noise in one area of the room that it was hard to concentrate.

A3a. An English Learner

A strategy I would use to motivate an English learner is Kohn’s Student Directed Learning

Theory. An English Learner needs to be taught using multiple instructional methods. Kohn’s

theory allows the students to work in groups, to further their social interactions, to exchange

ideas, to have multiple activities for group work, and allows students to get excited and more

interested in learning. We could also display the projects done by the students to allow the

students to see that learning can be fun.

A3b. Student Who is Withdrawn and Uninterested in Lesson Content

A strategy I would use to motivate a student that is withdrawn and uninterested in the lesson

content is Kohn’s Student Directed Learning Theory. Every lesson taught won’t be interesting to

every student. However, I believe this would be the best way to try to motivate the student. This

theory allows the teacher to mingle with the students, allows more hands-on work, and allows the

students to feel like they have more control over their learning (Lynch, 2016). These things can

help a student become more interested and become more interested in the topic being taught.

B1. Video 9: Using T-Charts to Understand and Solve Math Word Problems – Grade 2 Math

The teacher started out by having her students sitting on the floor while she sat in front of

them in a chair. She then explained what they were going to be doing in today’s lesson. She then

had the students review previous knowledge on the subject. The room was welcoming and there

were multiple charts on the walls including what the students called the math wall. After

reviewing, the teacher had the students break into their groups to work on a t-chart. The teacher

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