Standard+2

Home Page - Standard I - Standard II - Standard III - Standard IV - Standard V - Standard VI - Standard VII - Standard VIII - Standard IX - Standard X **__Standard 2 __** //The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. //  Evidence:  Evidence: [] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; text-align: justify;"> Children do have many different ways in which they learn and some of that is dependent on where they are in their own personal growth. Some children have been exposed to more of the world than their peers have and as a result they have seen and heard things that others have not. Getting students to talk about those types of experiences can be beneficial if done so in the right context. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; text-align: justify;"> One way to do this is through language. Often times, when shown an idiom, students will instantly try to relate what it means to an experience in their life. This helps them remember what it means and often times it gives them a little context to what was going on or what was being said in their story. There have been a lot of “light bulb” moments when discussing idioms. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; text-align: justify;"> This lesson plan was put together as part of EDT 658, our multimedia course. It was developed as part to help my students understand what an idiom is and what some of the more popular idioms actually mean in our language. It was used in my classroom this current year and it worked really well. Students were able to listen to two podcasts (one by the BBC, another by me), watch two videos and look at idioms through images. The lesson hit all types of learners and since much of it is now hosted on a Glog, students can access that information anytime they need a refresher. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; text-align: justify;"> This lesson had a nice impact on my teaching once I found out that it worked well. Students talked about how they showed their parents the Glog that night and they got a kick out of the movies that were on the site as well. The student’s provided me with enough feedback through their own conversations that I know I should keep building lessons similar to this. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10pt; text-align: justify;"> This lesson had a healthy impact on the students as well. They talked about it, shared it with their family, and they still ask to see the idiom video from time to time in class. It obviously stuck with them. The impact on our curriculum is a little harder to gauge. The students were able to see what a proper Glog looks like, what can be embedded into it, and how effective it can be. This Glog has been used by other teachers just to show students what we expect from them when they are building their own projects. In essence, it has become a lesson and an example for the students. **<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">KSD **
 * <span style="font-family: 'Trebuchet MS',sans-serif; text-align: center;">Teachers know how children grow. **

**<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">2.K.1: The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities. **

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt; text-align: justify;">Students hear idioms all the time in their daily life. They might know what some of them mean, but others they are unfamiliar with. This means that they have to put it in context and do the best they can with it. Having a lesson like this allows for discussion to help clear up misconceptions and let students tell their stories.

**<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">2.S.2: The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement, manipulation, and testing of ideas and material, and encouraging students to assume responsibility for shaping their learning task. **

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt; text-align: justify;">As students are able to discuss what they think each idiom means, they are reflecting on their prior knowledge and they are adding new information to it. Sometimes a whole story that a student tells can take on a whole different meaning to them once they understand what a phrase meant.

**<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt;">2.D.1: The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence. **

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 10pt; text-align: justify;">Using this lesson is a great way to gauge where the students are mentally when they hear an idiom. Some take it literally, others think of it as a joke, and some know that there is a hidden meaning – they just might not be absolutely sure as to what it is. Students are at different levels and that works for this lesson because each story leads us closer to what the idiom may mean.