After reflecting on the lesson performed in my cooperation classroom, I have many thoughts on the lesson. My partner Kate and I decided that we would do the lesson together and have the entire class evolved. When we got to the classroom we realized that the students were having a math test that day and we had to change our plans slightly to make our lesson fit in the time slot. Luckily we have two prep periods before the students even have class so we were able to go through our lesson and make sure we knew what we were going to say. Our lesson occurred right after their lunch period so around 12:30, however the students took their math test first. The lesson we did was based our lesson on the next section in the book, which was telling time. The objective of the lesson was to further the student’s knowledge of time and who to tell time. …show more content…
Once everyone was done with their tests we handed out the worksheet from interactive learners lesson 15-1 Telling Time to Five Minutes. Once every students has the worksheet we watcher a BrainPop on the Smartboard to refresh the students memory on the big hand and the small hand and what each hand represents. I could tell that all the students were very interested in the clip because they were all focused on the screen and they were engaging and laughing. After we showed the BrainPop, we had the students get out of their seats and go to the carpet where we went over the big and small hand and then gave them practice problem show on a large clock. When the students told the time we asked them to explain how they got that time so we could see if they understood. The one thing I would change about asking individual students the time was not allowing everyone to answer the question. My teacher said that she loves to do turn and talks and that engages everyone and you can listen to hear what the students know and not
In order for effective cooperative learning to occur five essential elements are needed; positive interdependence, face-to-face interactions, individual accountability, social skills and group processing. (Johnson, 1999, p. 70-71). Social skills being the foundation to achieving all other elements required, without this set of skills the individual learner will find it difficult to cooperate with others. Thompson (1996) “social skills are paramount to applying cooperative learning to academic tasks” (p. 84).
Without a doubt the lessons and exercises on time management were the most meaningful to me. They brought insight into why I seemed to be constantly working yet still never really got anything I wanted to accomplish throughout the day finished. I realized the majority of the activities I had been spending the most time on didn’t reflect my values of hard work and self discipline and long term academic goals to be successful in college. This motivated to completely change the way I managed my time by effectively striking a balance between my maintenance, committed, and free time.
My classroom consists of twenty students of different background. There are 12 boys and 8 girls. Twelve students are learning on a 2nd grade level, four are learning above level, and four are learning below level. The four students that are below level are resource students. They leave the classroom three times a week for three hours in persistent to resource instruction purposes. This week’s unit lesson will cover the material, objectives and curriculum of learning.
Overall, my lessons were well thought out and planned, as I had worked hard on them, but implementation did not always go as planned. There were multiple behavior issues that we had to work through as a group, as well as individually. This is a major problem in the class every day with behavior and we are still working on this. During my unit, however, I noticed that most of the students understood the material while we were working on activities in the class. They were able to complete the assignments with 90%
At one point, for instance 4 minutes 3 seconds into clip 1, the class was getting a bit noisy and I tried to talk over them. Instead, I should have tried a method the teacher uses, such as clapping or closing the lights. It is important to never try to talk over the class or compete with them. At 2 minutes and 38 seconds in clip 2, I began to distribute the graphic organizers and send the students back to their groups to work with their partner. At this point, I noticed I was a bit unorganized and this could have gone smoother. When I was distributing the papers the class was getting chatty and impatient. For future lessons, I plan to do this differently. Perhaps, I could have a paper monitor hand out the papers or could have the students line up and take one. I will also work on giving perfectly clear directions to ensure all of my students are on task and understand. Next time, I will ask a student to repeat my instructions after I have given them to ensure they were listening and are ready to move on. For example, in clip 1 at 2 minutes and 19 seconds, I asked, “Did everyone hear what he read for us?” Next time, I will ask a student to repeat what was actually said. Another thing I would do is work a little bit more with the weekend motivation I began my lesson with. After I retold the class my weekend, I could have worked a little bit more with that example at about 40 seconds into clip 1. Next time, I will ask the class to turn and talk quickly to their partner and retell them their own weekends in order using details. This gives the students a chance to interact with their peers while retelling and personalizing the information. Also, I would enforce sequencing vocabulary a bit more in the responses on the graphic organizer. The organizer was broken up into columns labeled beginning, middle, and end. In the columns I feel it would be better if there was more
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
Time is a scarce resource in the classroom. It is very important for instructors to be able to effectively work the clock when conducting their lessons. Setting time limits throughout the entire lesson is a key component to ensuring all learning goals will be accomplished. During most of Mrs. Peterson’s lesson, she looked for non-verbal cues from students to determining when to move on to the next activity instead of
Everyone has a different view on how they learn and learning itself. First starting in EXP 105, my understanding of learning was new knowledge and becoming wiser. Taking EXP 105 has truly increased my knowledge of what learning is and the process of it. The most important thing I have learned about learning is that you observe the world around you, make sure it is understandable, and figure out the right way to respond. Learning also provides critical thinking skills. Everyone have different ways of learning and those ways are based on four different learning patterns. The four different types of learning patterns are Sequence, Precision, Technical Reasoning, and Confluence. Learning patterns are very helpful when it comes to everyday life, school work, and your job. Knowing your learning patterns and which ones you should use make
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
Our subjectivity is heavily influenced by the amount of education that we receive. The effort that people contribute to enhancing academic excellence today is what makes learning possible and effective. Through the proper use of our academic knowledge we can construct society together. Schooling is an evident pathway toward generating social change and it is important that education is properly enforced and easily accessed by all people. Because education enables a person to grasp an understanding of his or her society, we as educated people have a crucial responsibility for contributing to social advancement.
Warm up exercises are a fantastic way to get students engaged in the upcoming lesson. Incorporating fun activities motivates students to stay focused. I will use warm up exercises that pertain to social studies, current events, and history or maybe I’ll throw in a word problem or two when I begin teaching social science to middle school students. I do not believe that a warm up exercise must always be directly related to the class, sometimes they are just used to get the students thinking. It is interesting how much of the same techniques (such as using warm up exercises) used with children work with adult students too. I believe that classmates and I thoroughly enjoyed the fun exercises that you provided.
Overall my experience of being in Lingleville ISD was a great experience that allowed me to learn a lot not only about the students in the classroom, but also helped me learn a lot about myself. Going in to this classroom I expected to only learn things about classroom management and maybe a few strategies. After spending a few days in this room I learned many other things. I did learn about classroom management but I also learned about content, strategies, organization, lesson planning, and inclusion adaptations. I learned that an inclusion special education student can really thrive being in a mainstream classroom, not only academically but also socially. It was a wonderful learning opportunity to get to be a part of that. My mentor teacher
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.