Running head: CLASS SESSION RESPONSE 1

CLASS SESSION REFLECTION-WEEK 5

Jennifer Alonso
Ivy Tech Community College













CLASS SESSION RESPONSE 2
INTASC Standard, Description and Rationale
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the community context.
Name of Artifact: Class Session Reflection
Date: September 2013
Course: EDUC 224: Scientific Inquiry
Brief Description: For this assignment, I wrote a reflection on the importance of questions in the
classroom, and creating questions using each level of Blooms Taxonomy.
Rationale: To document my understanding of Standard #7, Planning for Instruction, I selected
to include my Class Session Reflection. This assignment demonstrates my ability to provide
instruction that uses cross-disciplinary skills, pedagogy, and encouraging questions and inquiry
in order to support student learners reach their goals.






CLASS SESSION RESPONSE 3
Before this week I was a little unsure about the questions that should be asked in the
classrooms, and if I would know how to present them, and if the questions I asked would
produce the answers and discussions I was looking for. After this week, I am a lot more
comfortable and realize that I will learn to develop my own questions, and learn to manage them,
and apply them based on my objective, through practice as time goes on.
I learned that students should be presented with questions that will engage them in critical
thinking. We should not ask fact questions, because students do not need to understand the
material in order to answer simple questions. It is also important present students with questions
that require some research. That allows them to go home and investigate in order to truly
understand the material they are researching. A good question will should be higher-learning that
requires critical thinking in order for student have a better understanding of the material.
As a teacher you should always be ready to answer questions and encourage questioning
in the classroom. If teachers shut students questions down and dont take the time to answer
questions, student will eventually stop asking. Creating a KWL chart or research chart is also a
good way to get the whole classroom involved in the questioning process. That way students
who are not confident with speaking in the classroom, will still be able to get their questions
answered.
I have come up with some questions below for our class project on the radiometer that
uses each level of Blooms Taxonomy.
Level I: Identify the object you have been presented. Does the object look familiar?
Level II: Summarize the use for a radiometer, what facts or ideas can you describe?
Level III: Modify by using different sources you think will active it. Write the findings?
Level IV: Why do you think some sources worked and some didnt?
CLASS SESSION RESPONSE 4
Level V: Based on your findings are you able to predict the outcome when using a
different source?
Level VI: Describe the use and sources that activate the radiometer. What data did you
use to make this conclusion?
I believe the questions above will help me out with our class project, and hope that I am
able to answer them myself. I must add that I have kept my word on not researching the
definition for radiometer on Google, and hope to find the answer through our research and
experimenting.