ASSIGNMENT 3B
Overall, I am happy with the outcome and general feeling of confidence students left with today.
Like any lesson there are some things I wish I did better and would want to modify for the next time. Even impacting my proceeding lessons.
I like and will keep the introduction segment of greeting students as they walk in the door. For lesson 1 some of these phrases are not known to students, but as time goes on the pattern and repetition will be a good use of comprehensible input and with each class students will make the connection and be reminded of the meaning of these phrases.
With such a heavy use of CI and TPR I realized I did not explain the importance of their participation and how this would play a factor into their grade.
I would change to front load this more on the first day instead of having to take time on the second day for these logistics. I would give them the rubric printed on a 8 ½ x 11 piece of paper to have on their person.
My first assessment could be considered a performance assessment as it was a pass/fail based on if they utilized class time to copy down the translation of our Spanish subject pronouns. These are used to prepare students when we look at the Spanish language more linguistically and study its structure. I still think this is a good use of time.
An ongoing assessment I did not implement this class period has to do with my anecdotal notes that can accompany each class. Obviously I cannot take meticulous notes on each student while teaching, but if I spoke more about this chart/rubric and its expectations I think it would have given the class a bit more seriousness tone.
My post-assessment in the form of exit conversations went very smoothly. The only thing was to make sure I switched up the saying enough where students could not just repeat what they heard other students who were right before them say. Our room space is very limited and it would be almost impossible to have private conversations unless it was done in a whisper.
The adjustments needed for the very first day gave me a few insights on planning. One is that it is almost easier to plan for a few days at a time rather than just one.
When planning for a few days it leaves room for if a lesson runs longer in case extra time is needed for students to digest the content learned. If that is the case, parts of “Lesson 1” could flow seamlessly into the beginning of a “Lesson 2.”
Conversely, if a “Lesson 1” runs shorter than expected, content from “Lesson 2” can be included to make the best use of time. This is of course with the assumption they were properly planned with an essential question and other assessments geared towards clear lesson objectives.
In regards to teaching I realized the importance of keeping track of time and negotiating when it is ok to spend more time on key concepts and when to move on to other areas in the interest of keeping on schedule.
Overall, I am happy with the outcome and general feeling of confidence students left with today.
Like any lesson there are some things I wish I did better and would want to modify for the next time. Even impacting my proceeding lessons.
I like and will keep the introduction segment of greeting students as they walk in the door. For lesson 1 some of these phrases are not known to students, but as time goes on the pattern and repetition will be a good use of comprehensible input and with each class students will make the connection and be reminded of the meaning of these phrases.
With such a heavy use of CI and TPR I realized I did not explain the importance of their participation and how this would play a factor into their grade.
I would change to front load this more on the first day instead of having to take time on the second day for these logistics. I would give them the rubric printed on a 8 ½ x 11 piece of paper to have on their person.
My first assessment could be considered a performance assessment as it was a pass/fail based on if they utilized class time to copy down the translation of our Spanish subject pronouns. These are used to prepare students when we look at the Spanish language more linguistically and study its structure. I still think this is a good use of time.
An ongoing assessment I did not implement this class period has to do with my anecdotal notes that can accompany each class. Obviously I cannot take meticulous notes on each student while teaching, but if I spoke more about this chart/rubric and its expectations I think it would have given the class a bit more seriousness tone.
My post-assessment in the form of exit conversations went very smoothly. The only thing was to make sure I switched up the saying enough where students could not just repeat what they heard other students who were right before them say. Our room space is very limited and it would be almost impossible to have private conversations unless it was done in a whisper.
The adjustments needed for the very first day gave me a few insights on planning. One is that it is almost easier to plan for a few days at a time rather than just one.
When planning for a few days it leaves room for if a lesson runs longer in case extra time is needed for students to digest the content learned. If that is the case, parts of “Lesson 1” could flow seamlessly into the beginning of a “Lesson 2.”
Conversely, if a “Lesson 1” runs shorter than expected, content from “Lesson 2” can be included to make the best use of time. This is of course with the assumption they were properly planned with an essential question and other assessments geared towards clear lesson objectives.
In regards to teaching I realized the importance of keeping track of time and negotiating when it is ok to spend more time on key concepts and when to move on to other areas in the interest of keeping on schedule.