Student Engagement Model

The classroom climate is the foundation of positive learning experiences. An effective teacher designs a classroom with the intent to communicate procedures, provide support for individualized learning needs, display learning objectives publicly, and establish a vision for learning. The transparent classroom environment will positively affect learning outcomes.

For this assignment, review the case study about Mr. Roberts classroom environment.

Mr. Roberts is a fourth grade teacher. He has been teaching in the same school, in the same grade, and in the same classroom for 12 years. His greatest achievement is establishing a flexible classroom environment heavily aligned to individualized learning. At first glance in Mr. Roberts classroom, there are stations designed for student collaboration, flex seating encouraging student comfort and independence, and a table in the back of the classroom labeled “Mr. Roberts one-on-one time.” During his one-on-one time with students, he seeks to establish a positive learning experience through collaboration, goal setting to improve performance, and encouragement to improve confidence in the learning process. The smartboard at the front of the classroom displays learning objectives, schedules, instruction necessities, and an outline to support individual student needs during learning. When students enter the classroom, they hang up their backpacks/jackets on hooks along the back wall. Students find their desk and look to the whiteboard, where Mr. Roberts has bell work. He varies the question: sometimes he writes a word problem, sometimes a writing prompt. When students are about to transition from one activity to another, Mr. Roberts plays the song “Here Comes the Sun,” and students know that they need to be finished with their activity, papers handed in, and eyes on the teacher by the time the song ends. Mr. Roberts chooses two students at the beginning of the day to pass out/collect materials, another student to hold the door, and another to lead the line to specials.

Design a visual or graphic organizer identifying procedures that support student engagement and independence in Mr. Roberts’ classroom environment. The visual or graphic organizer should represent one of the procedures Mr. Roberts has established in his classroom. In addition, provide any additional procedures you feel Mr. Roberts’ classroom may benefit from. It should reflect characteristics of the classroom environment supporting self-regulated learning and collaboration among students.

In addition to the visual representation, include a 250-500 word summary to explain the following:

How is Mr. Roberts classroom environment designed for self-regulated learning and independent learners?

What are best practices for communicating learning objectives to students?

How does a positive environment support self-regulated learning and student development?

How does studying this type of environment prepare you for the design of your future classroom?

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide

Educators can develop critical thinking and problem-solving skills for their students by asking strategically planned questions during lessons.

Design an original mathematics lesson plan for the K-5 grade level of your choice that promotes critical thinking and problem solving. Using your state’s math standards and the “Class Profile” as resources, design an original lesson using the “COE Lesson Plan Template.”

In the Multiple Means of Expression section, include five questions that align to the lesson objective the teacher can pose to students .

The questions should:

· Activate prior knowledge.

· Identify potential student misconceptions that could interfere with learning.

· Connect concepts, procedures, and applications.

· Encourage critical thinking, exploration, and problem-solving.

In the Multiple Means of Engagement section include opportunities for students to consider real-world application, prior knowledge, and the steps to solve a problem.

Beneath your lesson plan, write a 250-500 word reflection explaining three instructional strategies you included in your lesson. Describe why these strategies were used and how the strategies promote collaboration, communication, critical thinking, and creativity. Bold the name of the strategy.

lass Profile

 

Student Name	English Language Learner	Socioeconomic Status	Ethnicity	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level	Parental Involvement	Internet Available at Home
Arturo	Yes	Low	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low	Asian	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid	White	Female	No	NOTE: School does not have gifted program	Grade level	Two years above grade level	At grade level	Med	Yes
Brandie	No	Low	White	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid	White	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Diana	Yes	Low	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Donnie	No	Mid	African American	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid	White	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low	Hispanic	Male	No	Tier 2 RTI for Reading	One year above grade level	One year below grade level	At grade level	Low	No
Fatma	Yes	Low	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	One year above grade level	Low	Yes
Frances	No	Mid	White	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low	White	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low	White	Male	Learning Disabled	Tier 3 RTI for Reading and Math	One year above grade level	Two years below grade level	Two years below grade level	Very High	No
Ines	No	Low	Hispanic	Female	Learning Disabled	Tier 2 RTI for Math	Grade level	One year below grade level	One year below grade level	Low	No
Jade	No	Mid	African American	Female	No	None	Grade level	At grade level	One year above grade level	High	Yes
Kent	No	High	White	Male	Emotion-ally Disabled	None	Grade level	At grade level	One year above grade level	Med	Yes
Lolita	No	Mid	Native American/ Pacific Islander	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Maria	No	Mid	Hispanic	Female	No	NOTE: School does not have gifted program	Grade level	At grade level	Two years above grade level	Low	Yes
Mason	No	Low	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Nick	No	Low	White	Male	No	None	Grade level	One year above grade level	At grade level	Med	No
Noah	No	Low	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Sharlene	No	Mid	White	Female	No	None	Grade level	One year above grade level	At grade level	Med	Med
Sophia	No	Mid	White	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Stuart	No	Mid	White	Male	No	Allergic to peanuts	Grade level	One year above grade level	At grade level	Med	Yes
Terrence	No	Mid	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Wade	No	Mid	White	Male	No	None	Grade level	At grade level	One year above grade level	Med	Yes
Wayne	No	High	White	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	High	Yes
Wendell	No	Mid	African American	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	Med	Yes
Yung	No	Mid	Asian	Male	No	NOTE: School does not have gifted program	One year below grade level	Two years above grade level	Two years above grade level	Low	Yes

 

 

 

 

 

 

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