Interview a Teacher
Written response includes a
summary of what your
discussion with a teacher
taught you. (Include your interview
questions but teacher responses may be
summarized)
Comprehensive discussion
about the topics presented
included in the interview.
What from this interview will
you use in your future
classroom? Were there any
points you did not agree with and
will not use?
Assessment Instruction
Purpose of this Assessment
To APPLY what you have learned the past 3 weeks, in a way that is meaningful to you, for your future classroom. There are several options for how you can do this. Refer to the Application Activity Rubric (file is attached – refer to number #5 and look in that row on what to do. I attached it here to at the top of what the doc. says)
Actions
for ideas to complete this assignment. You need at least one of the 3 application activities for this course to be a lesson plan (unless you are an FLHD major then you do not have to write a lesson plan). You could also choose to write a mini unit and have all 3 application activities be lesson plans. The choice is yours. This assignment goes in your final portfolio for this course.
Instructions
Once you choose a type of assignment from the application activity rubric,
Actions
you should be sure to address all of the components listed on the rubric for full points.
These last 2 weeks we have discussed Cognitive Constructivism (Piaget), Social Constructivism (Vygotsky), Creativity, and Complex Thinking. What does this mean to you? How will you use this information in your future as a teacher?
**Remember that at least one of your three application activity assignments for this course should be a lesson plan (if you have not done one yet, then congratulations! You have chosen Constructivism). This is actually a good opportunity to practice using social learning constructs in your planning of a lesson, so DO NOT hand in a teacher lead lesson for this topic. How can you write a plan that is STUDENT CENTERED where the students are mostly responsible for the learning?.
If you choose to make these topics apply to a lesson plan, then be sure to use the following links:
SUU Daily Lesson Plan TemplateLinks to an external site. (download this Google Doc to make edits)
LINK TO UDL Guidelines (https://udlguidelines.cast.org/) Check it out (Copt and paste into URL)
*HINT* To write a constructivist lesson plan, you REALLY need to think about the lesson plan template in a new way. The template is set to follow the “direct instruction” model, which IS important to use, but it is not necessarily “constructivist”. At different times within a unit of study, it is also important to allow students to construct their own learning. It may be helpful to take all you know about constructivism and go back to the WEBB matrix from module 2 and look for places where it is easy to build in constructivism. You may also be leaving parts of the lesson plan intentionally blank. If you do this, be sure to write in a rationale for why you do not have content for that area (one example could be the “modeling” row… if students are constructing their own learning, you may not be modeling something for them… but then again you or another student may… it depends on your lesson content and how you design it). How can you allow for your students creative thinking and problem solving skills to lead the way in a lesson? Can you as a teacher, give up the control?
You can also choose to try planning a constructivist lesson using the 5 E model. An Example is provided in the following article:
What is the 5 E Instructional Model?Links to an external site. (https://www.thoughtco.com/5-e-instructional-model-4628150#:~:text=The%205%20E%20method%20is%20a%20constructivist%20model%20of%20learning,skills%20needed%20for%20student%20inquiry.)
Grading of Assessment
All components of the assignment are completed. Students put forth good effort to apply the concepts learned to a future roll as a teacher. The chosen assignment matches content required from the application activity rubric.
