Psychology_for_Educators_Task.docx Psychology for Educators Task Western Governors University The teacher in this video determined that 17 out of the 21 students in her class learn best visual, therefore incorpora
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Psychology_for_Educators_Task.docx Psychology for Educators Task Western Governors University The teacher in this video determined that 17 out of the 21 students in her class learn best visual, therefore incorporating interactive presentations on the smart board is an excellent resource for this class specifically. 6. In Video Case 53: Observing and Measuring the Weather, students engage in a thinking activity that provides them to use higher-order thinking skills. In the video, students are shown measuring the weather. Students are asked to compare their thermometer that they just brought outside to the one that has been sitting outside all day. Students are asked which they think is more accurate. Students are using logical thinking (higher-order thinking skill). Students are also shown using reflection skills (another higher-order thinking skill). They are shown reflecting on the work they did to find the temperature outside and reflect on better ways to complete the project they just did. a. I would enhance student engagement in higher-order thinking activities in the lesson observed by incorporating more higher-order thinking activities. I would include an activity that would allow students to think more creatively and reflect more on the lesson. I would do this by asking students leading questions and having children talk in groups. I would ask children to C.  Considering all videos, describe your current teaching philosophy as it relates to instructional strategies and models. Address ea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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