In my education course ED 343 Literacy in Middle and Secondary Education, I worked on a short fifteen minute vocabulary lesson that could be used within the 7th grade integrated earth science and mathematics unit I am developing. Below are the lesson plan, Nearpod presentation, and recording from the lesson I produced and taught.
2(a) The teacher designs, adapts, and delivers instruction
to address each student’s diverse learning strengths and
needs and creates opportunities for students to
demonstrate their learning in different ways.
2(g) The teacher understands and identifies differences in
approaches to learning and performance and knows how to
design instruction that uses each learner’s strengths to
promote growth.
In my lesson design and development, I focused on the assessment slogan "multiple times multiple ways". In previous short lessons, I've struggled to effectively assess the learning that had occurred. I intentionally incorporated three distinct mediums for students to demonstrate their learning in planning this lesson. The initial formative assessment was embedded within the Nearpod presentation when students were encouraged to respond to a given prompt by drawing or writing their answer on their iPad (which we then discussed as a class). Immediately following the Nearpod presentation, students did a quick think-pair-share with a partner defining rotate and revolve in their own words. Finally I had students perform a kinesthetic pop quiz by listing common places we see a circular motion and asking them to rotate (spin) or revolve (walk around their chair) as the object does. Through these multiple opportunities to demonstrate their knowledge, I tried to more deeply engage each individual student in the learning process regardless of their learning style.
Among the many things I noticed while watching my video, I saw two major elements of my teacher presence: on the one hand I noticed that I stuttered a lot and my voice gave away my nervousness but at the same time students were very engaged in the learning that was taking place. In the area I identified, I greatly enhanced my effectiveness as a facilitator of learning. While students struggled in the Nearpod formative assessment, everyone demonstrated an understanding of revolve, rotate, and their difference in the last two assessments. A couple students noted that they were unable to identify what the assessment was. Both in my own reflection and in many of my peers' reflections, we noticed that I was nervous during my lesson and really without reason. Everyone was actively involved and gained a better understanding of the distinction between rotate and revolve (there were even a few small discussions where students concluded that both motions concurrently evident using solid arguments). In the future, I should try to be smoother with technology (as that definitely affected my confidence), but I also just need to practice more in a solo teaching environment to become more confident in my skills/presence as an educator.
Nice job incorporating the idea of "multiple times/multiple ways". Maybe expand upon the reason behind incorporating multiple assessments specific to vocabulary :)
Nice job incorporating the idea of "multiple times/multiple ways". Maybe expand upon the reason behind incorporating multiple assessments specific to vocabulary :)
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