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PAUL G HAMM

Diverse Learners Project

First time creating a unit plan YES first time ever
Created a unit plan for Macromolecules 6 lessons
Individual lesson plans have a variety of activities geared towards multiple

learning types, however doing a unit plan showed me that I favor Visual and
Auditory styles the most.

What can I change/modify to reach the Kinesthetic/Tactile learners?

Diverse Learners Project

The need for hands on / active review

BALL TOSS Asking review questions in the beginning of class

BOARD REVIEW two students to the board with help from teammates
GLUCOSE DANCE

Diverse Learners Project

THINK-PAIR-SHARE works great, but favors the Field Dependent learners who
tend to rely on discussion. Also Field Independent learners tend to get less
involved because they dont want to have others do the thinking for them.

Modify it students must first quietly write out their answer then after a short

period instruct the class to pair and share This allows Field Independent the quite
time to do it themselves and the Field Dependent the chance to talk and share ideas

Building molecules Reaching the Tactile learner

Using the molecule kits earlier in unit to learn functional groups in addition to
the lab activity.

Improving Classroom Instruction

Teaching strategy I chose to work on was Wait-time
Concept was first introduced by Mary Budd Rowe in 1970s and researched
further in the 1980s.

Her big article Wait time: slowing down may be a way of speeding up!.
Journal of teacher education,37 (1), 43-50. 1986

ICI Wait Time

Wait-Time 1 is the time after a teacher asks a question and before they call on a
student to answer

Wait-time 2 is the time after a student finishes answering and before the
teacher responds again or calls on another student

Rowe found that on average, teachers use wait times of less than one second!

ICI Wait Time

Rowe found that increasing wait times to greater than three seconds had the following effects:
1.The length of the student responses increase
2. More inferences are supported by logical argument and evidence
3. The incidence of speculative thinking increases
4. The number of questions asked by students increase
5. Student-student exchanges increase and teacher show and tell behavior decreases
6. The variety of students participating voluntarily goes up

ICI Wait Time

No good observation form made my own

Question
(Timestamp)

1.QUESTION1?(Timestamp)
(Additionalstudent(s)for
Q1)
2.QUESTION2?(Timestamp)
(Additionalstudent(s)for
Q2)

Typeof
Question
(Bloom)

WT1

Student
WT2
Response
Time

Action

Video One - Results

Big Thanks to Melissa for the great feedback!
Lesson One was a bit rough:

For the first two questions WT1 was 3 seconds. Then it went downhill.
WT1 average was 0.61 s and WT2 was literally zero!
12 of 20 questions were Know/Comp and 8 of 20 were Analy/App
Student response time ranged from 1 to 10 seconds / Average was 2.83 s

Improvement Plan
Struggled with wait time in general because it seems to mess with the pace and
flow of a lecture so back to the question WHY is wait time important?

If the goal is to get more students involved then WT1 is very important
Scan room and count hands at least 6 before calling on student

WT2 was non-existent

This was likely because of the questions being asked need more higher level
questions thus student responses will be more complex not just facts

Video Two - Results

Overall a good lesson and wait time did improve!

WT1 was as high as 8 seconds and averaged 3.125s!

WT2 was once again, virtually zero
9 of 17 questions were Know/Comp and 8 of 17 were Analy/App
Student responses ranged from 1 to 14 s and averaged 2.72s

Overall Reflection on ICI

Scanning the room and counting hands did help improve WT1

A wider camera angle to view all students and count all hands and how many times

each student raises their hand or use a checklist during the lesson
Can always call on students who dont have hand up!

WT2 is more dependent on the type of questions asked

I ask A LOT of quick-fire Know/Comp questions lower order thinking

Need to work in more higher order thinking questions
Especially focus on WT2 when having class debates or broader discussions

Overall, Im very glad that I video taped myself and felt that I learned a great deal
about my teaching style