EDPT 2220 – Learning & Teaching
Micro-Teaching Reflection Task
13:10 – 13:20 ( mins = OK J )
Nice confident start J
Gaps on slides.
On the first slide, did the students realise where they had to write? None of the 3 students that I could see wrote on the first slide.
I gave the students my instructions before handing out the task sheet to them so they would focus on the instructions instead of looking and checking the task sheet. I explained to them where and how they would fill it. My main mistake was that I didn’t stop the slides while presenting to give the students an opportunity to copy the word ‘PUMPS’ from the smart-board. This problem was covered at the Navy School. I avoided falling at the same mistake again by giving the students time to copy the first answer from the smart-board. Also I asked them to spell the word because of their English level. I reminded them of what they had to do. This gave the students enough time to copy the word to their sheet.
A good remedy J
The second slide worked well and I liked how you gave them time to write their notes.
Yes, it was better to give them the time they needed to write the definition, specially that the whole group’s teaching depended on the students understanding of the main purpose of pumps.
Nice elicitation of all the different kinds of pumps leading into the 3 categories.
In this part of my lesson I made the students think in pumps as a part of their life. So they knew that they are dealing with it every day while driving, washing their hands and drinking. By eliciting all the different kinds of pumps the students realized that the subject they were going to learn was very important because they deal with it in their daily lives. This elicitation leaded me to bring in the three pumps’ categories.
Did it work as well as this in the Navy?
Yes, worked exactly the same way I planned it. This part was an important one because students need to know what they are going to learn and why.
One more thing, Pump is a subordinate word in the Auxiliaries which is the students’ subject at the Navy School. I clarified pumps by telling them where we can find it in our houses, farms, engines and boats. By introducing the three pumps’ categories I made the word Pumps a superordinate word which contains different subordinate types which are: positive displacements, non-positive displacements and jet pumps. I made it clear for the students that when we say pumps in our daily conversation we mean all types of pumps not a specific type. That why they were interested during the lesson.
Nice use of pumps to distinguish super-ordinates and subordinates J
Understanding the significance of the superordinate and subordinate distinction is very important for me as a student and future teacher. Learning superordinate and subordinate classification is useful to build the students vocabulary. This will help creating a vocabulary-web into their minds.
· Superordinate: is the general word or category to which the targeted is belonging to. For example: animals are superordinate to mammals and mammals are superordinate to humans.
· Subordinate: is the smaller word or term that fits under a larger one. For example: humans are subordinate to mammals and mammals are subordinate to animals.
Basically these two terms mean general and specific. This aspect will help my students to understand the meaning of vocabulary as well as building a large vocabulary-network.
I like the diagram but would remove “Basic level” from it. J Make sure you refer to this in your final journal J
Example: I can introduce a reading material before introducing the subject which is “birds” to the class, and then I would show my students some pictures of animals. These pictures can be categorized into jungle, farm, forest, pet, etc. This will provide the students with a good opportunity to recall new categories from their minds such as birds. This will be made by recalling the parrot from the jungle, the owl from the forest, the love bird from the pet category, the chicken from the farm, etc.
And then move onto pumps J
Third slide worked well and all the students wrote the title.
Nice explanation of who is covering what in your team J Try and say “cover” or “introduce” rather than “teach” as you are not going to teach jet pumps in their entirety.
I completely agree. I could use these words which will reflect my students centered lessons. By using these terms the students wouldn’t see the teacher as a spoon-feeder.
Piston Pump slide. Did you need to do more explanation on the piston while you have the animation up?
How long do you expect to spend on Piston Pump at the Navy?
This is the longest part in my presentation, but I didn’t cover it during my mini-teaching because of the time.
Thought so J
During my teaching at the Navy School I spent more time explaining it for the students and then I checked if the students needed any extra information about it
How did you check?
I checked by asking them why & how questions and when they answered I continued by asking them flow up questions. I presume you mean follow-up questions J
and if they wanted to ask me any questions. After checking their understanding I asked one of them to come to the front and re-explain the same part. This part was the best part for me because I changed my place with that student. He came out to explain the Positive Pump and I sat down at his desk.
Good smooth presentation. Just think about the first slide and what needs to be written plus what is being covered for the Piston Pump.
In this presentation I was a task provider, elicitor and clarifier. This reminds me of the 2nd entry when you asked me, “What areas of your teaching would you most like to improve?” My answer was “Every single part of it.” And your reply was, “OK, but it is often better to focus on specific areas and develop a plan of development rather than try and do everything at once.” That journal made me think how to improve myself.
Nice to hear J
I concluded that a teacher can’t be good in one role and ignore the others. A teacher should try as many roles as he can in order to improve himself. That’s why I tried to use a variety of teaching methods. If we go back in my mini-teachings we would find different methods which helped me to practice lots of roles during this course. These lessons were:
· Microsoft Excel Column Chart
In this lesson I was a guider to the students and it was by sending an email to them to download the file from the Internet. Also I was a clarifier where I clarified to them how to start and to do the task. I was a monitor while they were doing the task and this led me to role as a corrector when a mistake appeared. I realized that I wasn’t good in providing the students with clear instruction that’s why I focused on this aspect in my followed presentation.
And there was an element of ‘technician’ in this lesson too.
· Crossword vocabulary task
This mini-teaching helped me a lot to improve myself in organizing the class to fit the task requirements. I understood the power of team work. This happened because you guided me to let the students work in pairs. I tried this and it worked perfectly. Also in this lesson I was an instruction provider where I explained to the students what and how they should carryout the activity. This mini-teaching was a practice one so I understood the different roles which I suppose to role throughout my teachings.
Yes. Good description J
· MCQ / reading on a CD ( about Fuses)
This presentation had been changed completely because you suggested me to place the reading after the MCQ. By doing this I improved myself as task organizer. After this presentation, I started to think before each exercise I organize what is the best for my students. I understand the fact which is what my students are going to learn from my activity is the most important thing to consider while organizing it. Also I improved myself as instructions provider, monitor and students’ mistakes corrector.
Good. Nice to see the shift to the students J
· Whole classroom discussion & PowerPoint slides (challenge & reply)
This presentation gave me the opportunity to practice my roles during the students’ discussion. I knew that sitting among the students affected the discussion positively. Also I learned when I should involve myself in their discussion and when I should be just a silent partner. Students’ encouragement to participate was one of the benefits of this lesson. During my PowerPoint presentation I learned that I shouldn’t be talking even if I am standing in front of the class. I started to elicit the information which we discussed during the class discussion. So this led me to know that it is important to let the students say what they know. One more thing that I learned in this presentation is to monitor the students while presenting to check if they are paying attention to the lesson or not and how to draw them back to the lesson.
A lot learned here J
· Radar screen simulation
In this lesson I was an information provider, presenter, clarifier and students’ understanding checker. In this lesson I checked if the students were aware of the term KW. This happened while presenting the output of the radar. I could read from the students’ gestures that they couldn’t know the meaning of that term. I stopped my presentation and asked them if they understood this term. I clarified it for them when I realized it was a new term.
And of course adjusted the approach for the next time you taught it by building KW into the pre-task J
· Reading, discussion and realia (HDD)
This mini-teaching was a real opportunity to practice the roles which I needed to practice before the end of semester. This was because I wasn’t controlled by the Navy subject so I selected the presentation which I was waiting for a long time to present so I would practice the roles that I didn’t cover before. This mini-teaching was a completely students’ centred lesson. They had the important information from an easy text about the subject. Then I used the first students who finish his reading to provide his colleagues with the second stage instruction. All students started to discuss what they underlined during the reading while they were waiting for their colleagues to finish the reading. After that, I handed a real HDD to the students with a screwdriver. The only thing I said in this stage was “YES!” when they asked me if they could open the HDD. I sat out of the discussion and listened to them I was taking notes of the parts they covered and evaluating their information. So this mini-teaching gave me the opportunity to practice so many roles such as, instructions provider, students in teacher role guider, discussion organizer, silent member, contribution listener, monitor, notes taker, information evaluator and feedback provider. The feedback was when I told them that they covered the most important parts and asked them about the only parts which weren’t covered during their discussion.
Did you enjoy teaching like this?
Yes, you can’t imagine how much I enjoy presenting my lessons especially when it is under my specializations which are Air Communication, WAN / LAN Networking & Computers in General.
Excellent J It shows.
· PowerPoint & gaps on the slides presentation
This presentation was effectively useful because I used your suggestion about the gaps on the slides. The students were interested in this task because they were trying to figure out the words which will fit in the gaps. This helped me to practice one important role of teachers’ roles which is learning environment provider. I understood that even by being a presenter, clarifier and explainer I always can provide my students with something to do. This is going to be better for them than listening and watching without doing anything.
Excellent. Students are the focus again J
Going back to our old issue which is focus on specific areas to improve myself in, I will say the same answer which I said before, “Every single part of it.” because I want to overcome my weaknesses and to be better in my strengths.
That’s fine, but as I said before growth comes with risk when we focus on specific elements of our teaching. If you read back through your presentations above, you did in effect have a different focus in each lesson J
It was funny reading it back. You are right I had different focus in each lesson and it was based on my weaknesses in the prior presentation of each one.
Not a bad approach to take J
I think a teacher should be able to role different types of roles professionally and to be ready at any time in his lesson to shift among these roles as lessons require. This will enable me to be more confident during my lessons which will reflect positively on my students learning.
Classroom Management Questions:
How will the chairs be arranged?
Fine for this presentation J
What instructions will I give?
Maybe clearer for the first slide.
What happens if they don’t understand my instructions?
Maybe have 3-word instruction cards.
This time I’m not going to let it go. I will remind you during the coming lesson to clarify it. J
Excellent J Thank you J
Thank you fore explaining it for us. It was very simple and I really liked it. I’m going to try it in my future mini-teachings.
Let me know how you find it. It is much easier said than done J
How long is the whole lesson?
Timing thoughts on the Piston Pump?
Let me know how it goes at the Navy
At the Navy it was much better because I had 20-minute part of the lesson so I could go deeply into the subject.
Sounds good. What was Hedley’s feedback like?
His feedback was mostly positive. He said that I clearly illustrated the piston pump to my students. The only negative point he mentioned was that Salem and I didn’t clarify the difference between the Positive and Non-positive pumps. This happened because we didn’t plan this element during the lesson preparation.
Interesting. Definitely something to add to the presentation next time you teach this J
My self assessment is:
14 / 15
Khaled A. Majid