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Evidence #3: Lesson Taught |
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Evidence #3: Lesson Taught
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My third evidence is a lesson plan implemented in my Level III Internship. I teach a second grade class with a variety of learning styles. I implemented this lesson plan the day after Groundhog Day. We discussed what Groundhog Day is and the traditions that go along with it. I used the internet on the laptop to project a video on the document camera of Punxsutawney Phil seeing his shadow this year in Pennsylvania. After watching the video, we did a number of different small activities. These include predicting what the weather would be like the next 6 weeks, projecting a blank thermometer on the board (from the document camera), and having the students go to the board one at a time and fill in the thermometer to match their predictions, and predicting what the weather will be like in our own town the same 6 weeks. The students also compared/contrasted the weather in both our town and Punxsutawney.
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I am using this lesson plan as evidence for AP#2 for many reasons. First, this entire lesson plan is based on communication. There is no individual work being done whatsoever. There is teacher/student discussion and student/student interaction throughout the entirety of the lesson. There is also the use of different media to help me, the teacher, communicate with my students. I think it would have been very easy for me to have just talked about Groundhog Day or to read a book about it, but instead I used the internet and the document camera as media sources to communicate the concepts of Groundhog Day. The YouTube video I played for them was such an excellent way to communicate the idea of what Groundhog Day really is about. They could get the sense that they were actually there in Punxsutawney. I also used the same media sources to project an image of a blank thermometer up on the white board. The students then were able to come up to the board and use a whiteboard marker to fill in the thermometer to the specific temperature they were trying to convey. Next, I used the laptop and document camera to put the weather and temperature of Pinellas Park on the same day, February 2nd. Next, the students got to predict about the weather in their own town, and then compare and contrast the weather in the two different cities we discussed. These activities were sources of small group interaction for the students, and also whole group discussions between the students and me.
My third evidence is one example of the many opportunities I had to implement different kinds of communication in the classroom. I have learned (and am still learning) that it doesn’t always have to be me communicating new information to the students; sometimes I can just step back and use different forms of media communication. The use of video clips in the classroom has showed me that this is a fun way for students to learn about a new (or old!) subject, and it’s also a great ‘being there experience’ for my ESOL students. They hear the word ‘groundhog’, and now they have a picture in their mind to connect to that word. Every single day I am in the classroom I strive more and more to incorporate different media outlets in my lessons to help communicate with my students. Nothing is more important than communication when creating and up keeping a successful learning environment, and I believe this lesson plan shows one way in which I have used many different types of strategies, including media, to communicate with my students and help them develop and grow.
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