Detailed reflection

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A  detailed Reflection 

Complete Unit URL:

Context and Rationale
Describe your classroom context, timing, and logical rationale for your unit project.
Include an explanation of assigned time limits and expectations of student progress.
Describe how students work at their own pace while adhering to the set time limit for the
unit. How will students who fall behind be helped? How will students who work quickly
to master content be challenged?

Integration of the Marzano 9 Best Practices
Describe the best-practice aspects of all nine strategies for inclusion within your unit.
Where in your unit are you introducing each strategy, and where are you expecting
students to be able to use each one? How are your instructions scaffolded to give each
student the best opportunity to achieve grade-level mastery by the end of your unit?

Learning Objectives and Standards
How are your lessons and activities scaffolded to lead students to mastery of the overall
objectives for the unit? How do your “Must Do”, “Should Do” and “Aspire to Do”
elements guide your students to mastery? Be specific.

Video Presentations
Reflect on the differences between the Modern Classroom model of video lectures and
the typical PowerPoint lecture presentation. How do active animations, embedded
questions and reflections, focused topics, visible teacher, etc. work to increase student
comprehension of the concepts?

Learning Model – Collaborative Learning, Independent Practice, Mastery Checks
What are the strength/weaknesses of the Modern Classroom delivery model? Include a
discussion of opportunities to scaffold instruction, the use of mastery checks, the various
options for students to learn at their own pace within a pre-defined length of time for the
unit, and any other element of this model that bears reflection/review.

Overall Reflection
The Modern Classroom delivery model is a very different approach to planning and
delivering instruction to students as it blends online and face-to-face instruction. Discuss
your thoughts and feelings as you worked through this model. Describe your growth as a
teacher as you worked through the process of writing the unit. Include a discussion of the
Biblical integration theme of Paradigm Shifts and describe any paradigm shifts you
experienced. Discuss the elements of this model. How can this model support the
delivery of Tier II and Tier III intervention assistance to your students?

Outline of Unit Pods

Andra Roby

Department of Education Belhaven University

REA:628 Advanced Instructional Strategies

Dr. Albert Carter

January 22, 2022


H.5.3
Students will use the evidence provided to form a logical understanding of why people believe that society needs a change and the impact these people, places, and events would have on the world we live in today.

Colonization of North America

· Annotated video and guided notes: Introduction video narrative by the teacher discussing the reasons of the colonizing of America by other countries. (5-8 minutes)

· Marzano 9: Summarizing and Note Taking / Search Web for other key points

· “Must Do’s” (5-10 minutes)

· “Should Do’s” (10-15 minutes)

· Collaborative Assignment: Students will use their computer basing learning classroom to fill in key points on a map upload by the teacher.

· MapQuest Scavenger hunt

· Marzano 9: Cooperative Learning

· “Must Do” (25minutes)

· Independent Assignment: Students will work. As the instructor walks around the room revisiting on what were some of the other reasons for the colonizing of the U.S. The goal is to get student to decipher other factors that lead to this decision.

· Marzano 9: Setting Objective and Providing Feedback; Cues, Questions, and Advanced Organizers

· “Aspire to Do” (30 minutes)

· Mastery Check: Each student will fill out a general KWL Chart design the instructor. They will state their knowledge, their needs, and their willingness of the unit.

· Marzano 9: Feedback and Recognition

· “Must Do” (15 minutes)

Influential Leaders

· Annotated video and guided notes: A PowerPoint narrative by the teacher giving you focal facts, images, and events to all the influential leaders during that time frame. the. (12-18 minutes)

· Marzano 9: Summarizing and Note Taking

· “Must Do’s” (10-15 minutes)

· Collaborative Assignment: Students will pick an image from the video and use a computer to search for articles, books, movies, and songs that relate to that image. They will then present there finds in class to see who can guess the person without the student given them the name of the person they are talking about.

· Fact Finding Surfer

· Marzano 9: Cooperative Learning

· “Must Do” (30minutes)

· Independent Assignment: Students will work. As the instructor walks around the room revisiting the fact-finding portion of the previous assignment. The goal is to get student to decipher other factors of these leaders and why they did what they did.

· Marzano 9: Setting Objective and Providing Feedback; Cues, Questions, and Advanced Organizers

· “Aspire to Do” (30 minutes)

· Mastery Check: Each student will be able to give to a verbal account of the lesson and instructor will give each student the areas of improvement if there are any.

· Marzano 9: Feedback and Recognition

· “Must Do” (15 minutes)

Development of Government

· Annotated video and guided notes: Introduction video narrative by the teacher discussing the different forms of government and what factors were consider when forming this new form of government. (15-18 minutes)

· Marzano 9: Summarizing and Note Taking

· “Must Do’s” (5-10 minutes)

· Collaborative Assignment: Students will examine our previous form of government and explain how it differences from the government that govern us today and how some parts seem to be so similar.

· Marzano 9: Cooperative Learning

· “Must Do” (25minutes)

· Independent Assignment: Students will work on discussion questions. Discussing the branches of government.

· Marzano 9: Setting Objective and Providing Feedback; Cues, Questions, and Advanced Organizers

· “Aspire to Do” (30 minutes)

· Mastery Check: Each student will fill out a general KWL Chart design the instructor. They will state their knowledge, their needs, and their willingness of the unit.

· Marzano 9: Feedback and Recognition

· “Must Do” (15 minutes)

Colonial Life/ Labor Systems

· Annotated video and guided notes: Introduction video of colonial life and the labor systems views through the eyes of England, France, and Spain. (8-12 minutes)

· Marzano 9: Summarizing and Note Taking

· “Must Do’s” (5-10 minutes)

· Collaborative Assignment: Students will need to watch the movie Desperate Crossing (The Untold Story of The Mayflower)

· MapQuest Scavenger hunt

· Marzano 9: Cooperative Learning: Reinforcing Efforts and Providing Recognition

· “Must Do” (55minutes)

· Independent Assignment: Students will compare the movie and the PowerPoints presentations. The goal is to get students to decipher how facts can somehow get misrepresent when it comes to television.

· Marzano 9: Identifying Similarities and Difference

· “Aspire to Do” (25 minutes)

· Mastery Check: Each student will write as summary that includes both the movie and the PowerPoint presentations which they will site focal points from both by giving textual evidence.

· Marzano 9: Summarizing Homework and Practice

· “Must Do” (25 minutes)

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