I am doing my student teaching, and my supervisor is coming in on Friday. I am trying to finalize the lesson. Background info: We have started a unit today which involves the reading of a ver short story. Then, students (in groups) began creating posters. There are 8 groups, 4 poster templates, and each group is assigned a specific poster to create. The groups are creating posters, which are: the 5w's (who, what, where, etc.)-Poster 1, vocabulary (word-meaning-and visual representation of the meaning)-Poster 2, Description of the beginning, middle, and end-Poster 3, and a statement about whether the character's action was a good choice or poor choice, including three reasons to justify that statement. So, each group creates one of those posters. They present on Friday. What else should I do with it? The information is basic and simple. I was thinking to use the poster presentation as a review of the story, and after presentations, I will give students questions that require higher level thinking. Does this sound ok? Or, are there other suggestions as to what I should do after the groups present their posters? Please help!
Does your S want to see a lesson? What you describe sounds like supervision of student presentations.
Ah - now I understand. Whatever you decide try to involve as many students as possible. During each group's presentation what will the rest of the class be doing? Sitting, passively? How about a question paper for each where they write their level of questions as students present? Could also write a critique of presentation. During questioning how many will respond - one at a time? How about whole class writing ANSWER (Jeopardy! style) which fits level of question to go with it on back of paper. Can go step further and add categories, $ amounts, and divide class - one team against other. Presenters can be judges. Bottom line: during most "class discussion" no class is involved. It is typically one teacher questioning one student.
Those suggestions sound great. Could you tell me more about the students writing a critique and/or writing questions as groups present. Do they write as the groups are presenting? When would they ask these questions?
I'm sure you have a rubric, TamiJ. If not, I'd create one before students begin work on the project and presentations. Best wishes for success! Diane
Critique might be a prepared handout: 1. The _____ group did the following correctly 2. A newspaper would title presentation ______ 3. I could use information from presentation to ______ Questions Bloom's Taxonomy could be used or modified 1. Recall 2. Application 3. Analysis 4. Synthesis 5. Inference 6. Predict * Instead of class writing questions they write answers as group presents. After they read answers and group attempts to match answer with type of question Example: George Washington Recall George is likely to make a great soccer coach. Infer/Predict
Thanks so much! I taught this lesson yesterday. What I did was class presentations, and students took notes, writing atleast two facts per presentation, and turned that in afterward. After the presentations was a quiz. I put the questions on the projector, read the questions to the class, and then they spent the remaining time answering the questions, independently, on a piece of paper. My supervisor said that he was so impressed and that what he saw was really unique. He told me that my school had been a crisis school, and that many of the classes were not well managed, that the students ran the classrooms, but that in my class I am in control. I was so happy to hear his kind words.
Thanks! It made me feel so good. I am abslutely loving teaching... It is one of the greatest things I have ever experienced, although I must say it has been a roller coaster of events and emotions... I am loving the experience...
