Copyright Goodheart-Willcox Co., Inc. Chapter 14 Instructional Methods 329 Aneka is finishing her first week of student teaching in Mr. Sanchez’s third grade classroom. It has been a great experience so far. She has been primarily observing the class, getting to know the students, and working with individuals who need extra help. She is impressed with Mr. Sanchez’s ability to focus the students’ abundant energy into excitement toward learning. Aneka’s Thoughts… Right now, ideas are swirling through my brain. I met with Mr. Sanchez after school to go over the teaching plan for the next two weeks. In science, the students will be starting a new unit on weather. They will learn about seasons, clouds, forms of precipitation, tornadoes and hurricanes, and weather forecasting. Mr. Sanchez asked me to develop and teach a lesson to introduce the weather unit. He challenged me to get the students enthused about the study of weather so they will be motivated to master the stated learning/ performance objectives. I am truly excited about my first solo lesson with the class! Since that discussion, possibilities keep popping into my head. Because this is an introductory lesson, I have much more flexibility in choosing a topic. This almost makes it more difficult! My brainstorming list so far includes having students ■ think about a particular weather-related memory. How did the weather make them feel? Was it exciting, scary, or relaxing? They could draw a picture of their weather memory and describe it to the class. ■ use thermometers to measure the temperature of different places and substances (cold water, warm water, dirt, near a window) and record their readings. As a class, they could record their readings on a giant chart and discuss them. ■ create a giant wall mural picturing different types of weather. I have more ideas but none seem quite right— although several have potential. I want this lesson to be great! Maybe the activity planning chart from Ms. Neeley’s teaching methods class last semester will help me test my ideas. Coming up with ideas is only one part of the process. I know I need to meet the objective, match the students’ needs with the topic, and make sure the activity is practical. Not all of my ideas pass these tests— but this process has helped me with planning in the past and, hopefully, it will again! This is real and it needs to be right! Analyze It! After reading Perspectives on Teaching, analyze the process Aneka used to develop ideas for an introductory lesson for a unit on weather. What additional “tests” might Aneka use to determine whether her ideas are workable for this introductory lesson? Sidekick/E+/Getty Images PERSPECTIVES on TEACHING