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Promoting a Positive Learning Environment

Posted on | by Dan
  1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan number.
    [I have one video clip from lesson #3 and it is 15:51 minutes long. ]
  2. Promoting a Positive Learning Environment
    Refer to scenes in the video clips where you provided a positive learning environment.
    a. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning?
    [ 00:13 to 00:49 when I asked the student to respond and gave that student time to respond. The following part is when I pointed on the board what I was asking if it is singular or plural and the student understood. After giving the correct answer and engaging I congratulated the student. 00:51 to 01:09 The next student arrived and I thanked her for arriving and sitting down. I feel this acknowledging the student’s arrival. I asked the student if she knew what we were talking about and had her read what was written on the whiteboard singular and asked her what it means, she answered correctly and I congratulated her. 01:16 to 01:28 I started asking what is the next topic on the board (plural) and asked the students what it means. One student replied and I aided them with hand gestures to help them give the correct answer. I also congratulated them for their response.]
  3. Engaging Students in Learning
    Refer to examples from the video clips in your responses to the prompts.
    a. Explain how your instruction engaged students in developing an essential literacy strategy and related skills.
    [ At 04:30 until 10:24 the strategy I used to engage the students in developing essential literacy was playing a game where they answer questions by raising their hands and winning chips for each correct answer. The essential literacy strategy being developed is word recognition, distringuiging words that are singular and plural. The students engage with word analysis and images on the slides being shown to them and gather that information to apply the recently learned vocabulary singular and plural. ]
    b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.
    [ The instruction linked the students to prior academic learning such as CVC pattern and the combination of consonant and vowel to create sounds. The personal and cultural assets would be the ]
  4. Deepening Student Learning during Instruction
    Refer to examples from the video clips in your explanations.
    a. Explain how you elicited and built on student responses to promote thinking and apply the essential literacy strategy using related skills to comprehend OR compose text.
    [ ]
    b. Explain how you modeled the essential literacy strategy AND supported students as they practiced or applied the strategy to comprehend OR compose text in a meaningful context.

Sample Solution

nvironments due to the rise of social media. Their knowledge of news and education outside of the classroom comes from informal experiences such as posts and videos on platforms such as Snapchat or Instagram. In contrast, according to Elliot Hu-Au and Joey J. Lee, a doctoral student and a lecture professor, respectively, of Columbia University, students’ education in a classroom setting comes from “transmissionist methods such as lectures, leading to passive, disengaged students”(Hu-Au and Lee 2). Because students are more accustomed to interactive learning environments, school environments are boring, leading to disengagement. A study conducted by Dorothy Lucardie, a researcher and administrator of adult education, found that in a learning environment “fun and enjoyment did provide a great motivator for participation and learning” and that it aided in a “greater absorption of the learning content” (Lucardie 6). This study shows that disengaged students who take no interest in class education, have lower absorption of content, thus leading to a worse overall learning experience. Also, an increase in student disengagement leads to “many unfavourable behaviours hindering student success, including dissatisfaction, negative experience, and dropping out of school”(Hu-Au and Lee 4). The introduction of VR to educational facilities can “provide an opportunity to boost student engagement”(Hu-Au and Lee 4). VR allows a student to have hands-on experience with all types of situations. This experience likely is new to many students, encouraging them to stay engaged with VR. Student disengagement is clearly linked to lower learning capabilities and because VR boosts student engagement, VR should be implemented into educational facilities. Already many facilities such as The Arlington Science Focus School in Arlington, VA; the Gaelscoil Eoghain Ui Thuairisc school in Carlow, Ireland; the Drury University in Springfield, MO; and many others are seeing the advantages of education through VR implementation. They have found that the introduction of VR into educational institutes beneficially affected the way students understood a concept. Marianne Stenger, a journalist from the online education provider OpenColleges, claims that it allows students to “learn from realistic scenarios without the risk of practicing an unfamiliar skill in an uncontrolled real-life situation”(Stenger 3). It also makes it possible to simulate environments. A common misconception is that VR is used only for video games, however, according to Stephen Babcock, the Market Editor for Technical.ly Baltimore, its “increased accessibility also presents an opportunity to use virtual reality in fields beyond” these game environments (Babcock 1). This simulation can range from environments as small as the inside of a biological cell to as big as space. This immersion creates educational settings where students are engaged and are able to experience situations personally. This personal experience also holds many opportunities for students “to construct their own knowledge from meaningful experiences”(Hu-Au and Lee 5). Similarly, VR helps students make connections that they could not have seen before because VR allows one to “construct visual and mani
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