Back-to-Back Lessons
Back-to-Back Lesson Plan Folder
In the google folder is my lesson plan for the back-to-back mini lessons and the feedback from my peers and professors. My lesson plan for Thursday was changed after my lesson on Tuesday, due to the number of students I had. My original plan for Thursday was to have the students preform a skit about Gatsby's parties. Because of the number of students I had I realized it would be more useful to completely change around my lesson and have a more discussion based class. The assessments at the end of the lessons were very similar, I had the students put their heads down and raise their hands when I asked questions. On the second day I planned to have the students give a thumbs up, sideways, or down this allowed for the students to show if they were confused. When I change this lesson for the final unit plan I will change the format of the discussion. I may break the class into smaller groups for discussion or I will do a socratic seminar.
Performance Criterion 3.2: Candidates design learning environments that support collaborative learning marked by positive social interaction.
As an educator is it important that the students feel comfortable and safe in the classroom environment. Throughout both lessons there were examples of collaborative learning and positive social interaction. During the discussion students would say things like "going off of that", "to add to that point", and "I agree with that". This allows for the students to have the support of their peers and feel more comfortable voicing their opinions in future discussions.
One thing I learned by teaching back-to-back lessons is the importance of reviews the lesson before. The way I did this was I asked the students to explain to the other students who may not have been in class what we did the class before. I would then build off of what the student said if I felt as though they had missed an important concept. This will also allow me to clarify any questions or misunderstandings the students may have. When having a discussion with a small group it allows for everyone to be able to contribute to the discussion and no one gets "lost in the crowd". As a teacher I need to work on having a little bit of a louder voice, I tend to be soft spoken sometimes. If I feel like I have been talking too much I tend to quietly trail off, if I get to this point I could turn the attention to the students and get their input. I think the multiple practices of teaching in both literacy and curriculum have helped not only with the teaching strategies but also with my confidence of being in front of a class. In the beginning I would feel nervous before getting up in front of a class but I was genuinely excited to teach the back-to-back lessons.
In the google folder is my lesson plan for the back-to-back mini lessons and the feedback from my peers and professors. My lesson plan for Thursday was changed after my lesson on Tuesday, due to the number of students I had. My original plan for Thursday was to have the students preform a skit about Gatsby's parties. Because of the number of students I had I realized it would be more useful to completely change around my lesson and have a more discussion based class. The assessments at the end of the lessons were very similar, I had the students put their heads down and raise their hands when I asked questions. On the second day I planned to have the students give a thumbs up, sideways, or down this allowed for the students to show if they were confused. When I change this lesson for the final unit plan I will change the format of the discussion. I may break the class into smaller groups for discussion or I will do a socratic seminar.
Performance Criterion 3.2: Candidates design learning environments that support collaborative learning marked by positive social interaction.
As an educator is it important that the students feel comfortable and safe in the classroom environment. Throughout both lessons there were examples of collaborative learning and positive social interaction. During the discussion students would say things like "going off of that", "to add to that point", and "I agree with that". This allows for the students to have the support of their peers and feel more comfortable voicing their opinions in future discussions.
One thing I learned by teaching back-to-back lessons is the importance of reviews the lesson before. The way I did this was I asked the students to explain to the other students who may not have been in class what we did the class before. I would then build off of what the student said if I felt as though they had missed an important concept. This will also allow me to clarify any questions or misunderstandings the students may have. When having a discussion with a small group it allows for everyone to be able to contribute to the discussion and no one gets "lost in the crowd". As a teacher I need to work on having a little bit of a louder voice, I tend to be soft spoken sometimes. If I feel like I have been talking too much I tend to quietly trail off, if I get to this point I could turn the attention to the students and get their input. I think the multiple practices of teaching in both literacy and curriculum have helped not only with the teaching strategies but also with my confidence of being in front of a class. In the beginning I would feel nervous before getting up in front of a class but I was genuinely excited to teach the back-to-back lessons.
Katie-
ReplyDeleteI love how you were flexible with your lesson and adapted to the classroom! That is a skill that will be really useful in the future. I wonder if you would feel more comfortable talking to and getting the attention of students that are middle/high school aged. Sometimes its more difficult to teach in front of your peers. Good luck! I have the same problem at times. Great job!
Morgan
Katie,
ReplyDeleteI really like your reflection of PC 3.2 as I had not that of it before. It’s nice to see that you applied this criterion to your lesson. I think it is important for students who tend to be more shy and find it difficult to speak in front of others to feel supported by their classmates. I know you mentioned you are soft spoken, but I wonder if more shy students would feel more comfortable with a teacher who is similar to them?
Katie - It was great to hear of your growth in confidence over this semester. You have learned some powerful lessons about teaching and learning! I appreciate your use of student quotes as evidence.
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