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ELM-351
Field Experience A
Through this field experience, I was able to gain a better understanding of effective
questioning strategies to utilize in the social studies classroom. I watched a variety of lessons in
the social studies classroom, including lessons on the past and present, rules and laws, and The
Revolutionary War. In every lesson that I observed, class discussion was the main questioning
strategy used. The teachers asked questions in order to engage students, review a previous
lesson, or to activate prior knowledge. Some teachers also encouraged discussion by having
classmates discuss particular questions with a partner or their table mates and then share their
answers with the class.
The lesson that really caught my interest was a first-grade lesson on the past and present with a
focus on transportation. The teacher, Ms. Becker, began the lesson by having students read the
morning message, which consisted of the date and the question that she wanted the students to
answer. First, the student took time to think of their answer. Then, they turned to a partner to
share their answer and lastly, they shared their answers with the class. With the lesson on
transportation, Ms. Becker asked the students how they got to school today. She also created a
board with pictures of different transportation in the present and the past with her class. Their
assignment was to write about a form of transportation in the past and the present.
I have created four supplemental questions that are reflective of the lesson on transportation and
that align to each DOK level. Below are the questions I have created for this lesson:
DOK level 1- What might you include on a list about transportation in the present?
ELM-351
Field Experience A
Through this field experience, I was able to gain a better understanding of effective
questioning strategies to utilize in the social studies classroom. I watched a variety of lessons in
the social studies classroom, including lessons on the past and present, rules and laws, and The
Revolutionary War. In every lesson that I observed, class discussion was the main questioning
strategy used. The teachers asked questions in order to engage students, review a previous
lesson, or to activate prior knowledge. Some teachers also encouraged discussion by having
classmates discuss particular questions with a partner or their table mates and then share their
answers with the class.
The lesson that really caught my interest was a first-grade lesson on the past and present with a
focus on transportation. The teacher, Ms. Becker, began the lesson by having students read the
morning message, which consisted of the date and the question that she wanted the students to
answer. First, the student took time to think of their answer. Then, they turned to a partner to
share their answer and lastly, they shared their answers with the class. With the lesson on
transportation, Ms. Becker asked the students how they got to school today. She also created a
board with pictures of different transportation in the present and the past with her class. Their
assignment was to write about a form of transportation in the past and the present.
I have created four supplemental questions that are reflective of the lesson on transportation and
that align to each DOK level. Below are the questions I have created for this lesson:
DOK level 1- What might you include on a list about transportation in the present?
