Classroom Observation

During the actual observed lesson, the teacher stated that the students would further familiarize themselves with the story by breaking down the film into individual segments, according to specific themes such as money or power. For the next task, the students were to select a meaningful scene of their choice, identify the relevant theme in the scene, explain their reasoning and conduct an analysis of the characters in the scenes, in three different groups. The groups were also given the choice of determining how they wished to present their findings to the rest of the class.

When watching the students performing these tasks, I noticed that each group of students assigned different roles to each member of the group. For instance, one student was responsible for operating the TV/VCR equipment by rewinding and forwarding the tape. Another student jotted down the ideas rai

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particular lesson, the teacher's utilization of all three strategies served to reinforce one another in the teaching process. For example, the acknowledgement of the multiple intelligences of the students (Gardner, 2005) also encapsulated the principles of brain-based learning that highlighted the complexity and the uniqueness of individual human brains (Green, 1999). Moreover, allowing students to utilize their cognitive strengths and work in areas of their interest—an integral part of the multiple intelligences approach (Gardner, 2005)—also reduced the level of stress of the students—an important aspect of brain-based learning (Weiss, 2000). Similarly, cooperative learning can also be linked to multiple intelligences because group activity enables students to apply their cognitive strengths (within limits) as they occupy individual roles and take on allocated responsibilities (Avent, 2004). Cooperative learning is also most successful when students are able to cooperate with one another without triggering undue distress. Even more significantly, this lesson demonstrated that these diverse teaching strategies should be employed with adolescents with learning disabilities. Because of their learning disabilities, these stud
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Some common words found in the essay are:
According Avent, Kill Mockingbird, Multiple Intelligences, Howard Gardner, Paris Turner, Caine Caine, , McGraw-Hill/Dushkin Green, cognitive strengths, Learning Research, teaching strategies, Retrieved August, cooperative learning, gardner 2005, avent 2004, multiple intelligences, learning disabilities, diversity learners, students able, differentiated instruction, apply cognitive strengths, caine caine 1995, opportunities students tap, analysis themes characters, intelligences gardner 2005,
Approximate Word count = 2988
Approximate Pages = 12 (250 words per page)

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