I always start my math lessons with a math talk or word problem of the day as a warm-up. I teach math in a fairly sequential manner. We either complete our MIP, JIT, interactive notebook page, or partner/table worksheet. Next, we follow up with small group stations, including working at both teacher tables, completing DMRs, and worksheets, or going on math websites.
I like using math as a warm-up because it helps my students understand how to make groups of ten and how to identify numbers that can contribute to those groups, which is essential for addition and subtraction. The daily word problems provide students with the chance to apply what they have learned. Our MIPS is important because it gives students in our class clear directions and educates me on the most effective ways to teach a specific subject to my students. Games, exit tickets, and schematics are also among them. There are a total of four slides in our JITS which we either use during instruction or in small groups. These slides contain various scenarios related to our topic, which I will go over with my students either as a whole group or in a small group to make sure they understand the key terms and steps to solve the problem.
I have a Google slide for my science lesson that includes a range of instructional strategies, starting with terminology, videos, textbook pages, graphics, and a review of our study guides for quizzes and tests. I use English strategies in my science even though I don’t often teach English. slides with vocabulary to aid in the understanding of both ideas. In order to give my students a visual aid and to give them the opportunity to participate in reading throughout my lectures, I use a range of films, textbooks, and images. In terms of the study guide, I go through it with my pupils and employ English strategies like looking at bold words and headings to make sure they are understanding both subjects and getting ready for their exams.
When studying social studies I’ll start my lesson with a quote or an image and then have students use the I see, I think, I wonder technique to participate in a class discussion. I think, I see, I wonder is a technique that I use because it encourages inquiry and curiosity through thorough observation. Through close observations made in three steps, the See-Think-Wonder thinking technique emphasizes the value of inquiry-based thinking and gives students time to reflect on both what they are observing and what those observations mean. After using this technique, we move through the PowerPoint slide with definitions and images of my class, which is followed by their interactive notebooks, which students may use to do their daily quizzes along with the textbook pages.