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bennettmc
Re: Student Teachers Lesson Plan, Way to improve
Sat Jun 13, 2015 09:48
71.75.196.57

I forgot to post about a way you all you could improve your lesson plan. Although I did like the idea of clapping, another student mentioned how clapping could startle children with ASD. I would say maybe teachers could implement snapping or tapping your knee as this would be a little bit more quiet.

  • Student Teachers lesson plan - Megan Rembert, Wed Jun 10 14:18
    https://docs.google.com/document/d/10h3LWE4vmkF6-VRFckLTLj8beqER44NqShmMyNlHCSY/edit?usp=docslist_api
    • Re: Student Teachers Lesson Plan, Way to improve - bennettmc, Sat Jun 13 09:48
    • Student Teachers Lesson Plan - Kelsie Fender, Fri Jun 12 22:15
      This plan is really great you guys! It is great to see such a strong foundation for the plan, as well as plans for future scaffolding. One of my favorite things when designing lesson plans is to find ... more
    • Student Teachers lesson feedback - macdonaldke, Fri Jun 12 14:08
      This is a really good lesson plan, I love Shel Silverstein! Your lesson plan was detailed, and I appreciated the schedule that your provided, which would be very helpful for a substitute teacher. A... more
    • Lesson - Mckenzi Davis, Fri Jun 12 11:12
      I really liked your lesson! I think that snow is a fun topic for kids. I think that snow is also a cool theme to teach across the curriculum with. One consideration to think of is when you were... more
    • Re: Feedback for Student Teachers Lesson Plan - bennettmc, Fri Jun 12 00:38
      Awesome lesson plan y'all! I loved the snowball poem, I feel it is very engaging for students. The starter questions and other questions throughout the reading are a really great idea. From my... more
    • Response to Student Teachers Lesson Plan - luckadooso, Thu Jun 11 20:27
      Your lesson plan sounded like a lot of fun! I like how you began by connecting the poem (which they hadn't read yet) with something that they already were familiar with, which was their own... more
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