Small group lesson.
Reflection on self is helpful only when it leads to an awareness, change, response to improve.....
Overview
Literacy activity for Stage 1 students in composite class (years 1 - 2). Small group exercise of 10 minute duration. Group sizes vary from 3 (due to absences) - 9. Activity was 1 of 4 simultanesously run with students moving from one 'workstation' to the next. Date of lesson 30th April 2012. (Lesson plan above)
Date: Sunday 29th April 2012
Already realising that I do not have all the information I need to successfully implement this activity. Pre-requisitie information such as prior knowledge on topic, developmental stage of students as well as the logistics of all activities and their impact on my activity. Not knowing what questions to ask prior to accepting this is perhaps as important as theoretical knowledge - the content. I am concerned that I have also used internet sites that use different conventions such as US based terminology. My goals of activities being real life and relevant, and allowing students to feel safe are being challenged by the time constraints fo this activity. How can I make a student feel safe in 10 minutes when faced with the proposition of completing an activity they have never performed before?
Date: Monday 30th April 2012
Activity is accepted with ammendments. Most explanation is removed, real focus on literacy groups is "doing" no new information, but revising. Feeling concerned that I will run out of time to cover activity.
Reflection
Engagement: Students were engaged by a question that would elicit most responses being "yes" . This helps to establish role of group leader (me) and also establish they are part of a group. "Who likes playing hide and seek?" The first group of 8 students (total groups = 4), were difficult to start on task due to the noise and movement in the room. I did not know how to gain their immediate attention. I waited till there was quiet in the room.
Proposed change/solution: Settle all other students down first before starting on group activity. There was no time to revise previous knowledge or sessions, but acknowledge prior learning through use of prompting questions (see lesson plan).
Lesson outcomes: These lesson outcomes were not met immediately, however, later in the week whilst an information report was being written, students wanted to use the dictionary to check spelling of their words.
Proposed change/solution: Change lesson outcome to specifically state what quantifiable work is required. Such as: Students are able to search and find 1 - 3 words during activity and to record the guidewords and page numbers of each word.
***Major change/learning experience*** Know what questions to ask before lesson prep! Have lesson plan template to prompt me to ask right questions. Have included the feedback from my mentor teacher which is attached.
Date: Sunday 29th April 2012
Already realising that I do not have all the information I need to successfully implement this activity. Pre-requisitie information such as prior knowledge on topic, developmental stage of students as well as the logistics of all activities and their impact on my activity. Not knowing what questions to ask prior to accepting this is perhaps as important as theoretical knowledge - the content. I am concerned that I have also used internet sites that use different conventions such as US based terminology. My goals of activities being real life and relevant, and allowing students to feel safe are being challenged by the time constraints fo this activity. How can I make a student feel safe in 10 minutes when faced with the proposition of completing an activity they have never performed before?
Date: Monday 30th April 2012
Activity is accepted with ammendments. Most explanation is removed, real focus on literacy groups is "doing" no new information, but revising. Feeling concerned that I will run out of time to cover activity.
Reflection
Engagement: Students were engaged by a question that would elicit most responses being "yes" . This helps to establish role of group leader (me) and also establish they are part of a group. "Who likes playing hide and seek?" The first group of 8 students (total groups = 4), were difficult to start on task due to the noise and movement in the room. I did not know how to gain their immediate attention. I waited till there was quiet in the room.
Proposed change/solution: Settle all other students down first before starting on group activity. There was no time to revise previous knowledge or sessions, but acknowledge prior learning through use of prompting questions (see lesson plan).
Lesson outcomes: These lesson outcomes were not met immediately, however, later in the week whilst an information report was being written, students wanted to use the dictionary to check spelling of their words.
Proposed change/solution: Change lesson outcome to specifically state what quantifiable work is required. Such as: Students are able to search and find 1 - 3 words during activity and to record the guidewords and page numbers of each word.
***Major change/learning experience*** Know what questions to ask before lesson prep! Have lesson plan template to prompt me to ask right questions. Have included the feedback from my mentor teacher which is attached.