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ED 338 Self Assessment for DDP Lesson

Using the table on page 54, Types of Qestions an! E"amples, of yor te"t,
i!entify at least t#o goals for st!ent learning an! the spe$ifi$ %estions
yo as&e! to target ea$h goal'
Des$ribe ho# as&ing these %estions !emonstrate! one of the () Tea$her
Stan!ar!s' *o may fin! that sing the langage of the Al+erno E!$ation
Abilities helps yo !es$ribe yor !emonstration of the stan!ar!'
In this lesson my primarily learning goal was that the students would
make observations of the animals at their tables. To help target this
goal I asked questions such as:
What do they use to move?
They have legs on both sides? Did you know that before?
What do you see about the sh?
What observations are you making about the sh? !ow do they
move?
!ow do you know they"re moving their legs?
!ow are they #umping?
Did you see how it moves yet?
What kind of observations did you make about your animals?
!ow do you observe them swimming?
What did see them doing?
What body parts did the crickets use to move?
$ secondary learning goal was to relate the new information the
students were learning to their prior knowledge from previous science
lessons. To target this goal I asked questions such as:
Who can tell me some ways animals move?
What are your senses?
What kind of animal is a cricket?
This questioning strategy represents Wisconsin Teacher %tandard
number two &The teacher understands how children with broad ranges
of abilities learn and provides instruction that support their intellectual'
social' and personal development.()y using the questioning strategy
for this lesson I was able to ad#ust my questions to meet the learning
needs and levels of all of the students in the class. *or students who
were able to make the observations independently I asked them to
e+plain the observations they had made verbally and relate it to what
they had drawn in their science notebook which helped move them to
a higher level of thinking as they processed the information. *or the
students that were having a harder time with the observations I was
able to bring my questioning to a basic level by asking specic
questions about the animal they were looking at. *or e+ample asking a
student &how are they #umping?( or &what did you see the sh doing?(
helped the student focus in on something specic that I wanted them
to be looking at or for. The questions allowed me to clearly
communicate with the students and adapt my questions to meet the
individual learning needs in that moment. )y varying my level of
questions to the students I was also able to observe and diagnosis
each students understanding of the concept being presented and
assess their learning.

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