D170Task2 D170 Task 2 – Strategies for Active Engagement WGU - D170 Creating and Managing Engaging Learning Environments A1. Vide
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D170Task2 D170 Task 2 – Strategies for Active Engagement WGU - D170 Creating and Managing Engaging Learning Environments A1. Video 8: Investigating Needs of Plants and Predicting Growth under Various Conditions – 2nd Grade In this video, the teacher started out in front of the whiteboard with her students facing her and sitting on the rugs on the floor. She started out by asking the students questions and she guided the lesson by building upon their former knowledge and then went into brainstorming with them. The teacher used the white board to write down information for the students to aide in their visual learning. She used a child-centered approach to learning and discovery learning. The classroom, from what we could see, was very well laid out and there was plenty of room for the students learning. The teacher was able to use group work to help the students develop their social interaction skills and their language skills. The students were very interactive and very enthusiastic. They were able to observe, explore, create, and experiment. A2. The teacher was able to keep her students engaged by using a child-centered approach. She allowed the students to be involved instead of lecturing them the entire lesson. She allowed the children to not only work in groups, but she allowed them to use their senses (sight, smell, feel) to further their knowledge. While she did go around to the differe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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