November 5, 2013
Britney's Lesson Plan
Big Idea - Transformation
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A Brief Overview
Reflections
6
Britney gathered everyone around to read the book. Because the book was small, it was important and necessary for everyone to be up close and in range to see the pages. Although she was holding the book a bit awkward and on an angle facing upward, she interacted with the book and showed just how the book worked and also presented each page of the book to the class, rotating it to give each person a glimpse. She also had a great, caring voice that was comforting yet confident. Throughout the reading, she pointed out and pointed to the subject matter within the page to better explain the message in the text. Likewise, she went back after reading each page to explain what what the artist did in detail. She also invited them to look at the book for fun and to examine the examples. As she asked the class questions, she told them to not be shy and accepted all answers and built off of those answers to incorporate their responses in to the lesson.
7
Although Britney did a lot of explaining during the reading, she gave detailed descriptions of the artist's thought process. Asking more questions, like "What do think this will be transformed in to?", would have been a great way to get the class engaged and thinking along the terms of the concepts presented. She also did a great job in asking the class their personal opinions about given topics. There was an opportunity to engage each student and share personal experiences, giving a detailed description of each concept, unique to the class. Incorporating music was also a great way to get the class engaged. The song choice was appropriate and most likely familiar to many. It was also another way to apply the concepts to yet another aspect of their daily lives.
8
As she introduced the lesson concepts, she asked the class to give their personal interpretations and gave input that other student would be able to relate to. When one person explained that the curvy line made her feel lazy or like a river, Britney jumped in and explained that it might remind someone of The Lazy River in the Wisconsin Dells. These examples engaged the students but they helped students think of specific examples that might deepen their understanding of how a line can be represented and convey feelings but also linked the concept to everyday life. Britney also chose common, comprehensible concepts that she was then able to link new information to. After she had introduced the concepts and given explanations accompanied with examples, she linked those concepts back to the book and explained how those were applied by showing and explaining to the class some examples from the book. I also believe the process of challenging them to think on the spot and create something out of random "mistakes" was a great way to deepen their understanding of what a mistake truly is.
9
Throughout the lesson there were multiple time for Britney to link the lesson back to the big idea, which she did not do. At times, she did link it, yet failed to use the correct terminology. After the book, she asked the class how some of the mistakes were "fixed" when using the word "transformation" would have enhanced the big idea and deepened the message. As I mentioned before, she chose understood concepts that she was then able to link new information to, modeling a constructivist approach. Britney made a strong effort to relate and connect her lesson to everyday culture and topics that the class could understand, modeling Wilson's third pedagogical site.
Britney gathered everyone around to read the book. Because the book was small, it was important and necessary for everyone to be up close and in range to see the pages. Although she was holding the book a bit awkward and on an angle facing upward, she interacted with the book and showed just how the book worked and also presented each page of the book to the class, rotating it to give each person a glimpse. She also had a great, caring voice that was comforting yet confident. Throughout the reading, she pointed out and pointed to the subject matter within the page to better explain the message in the text. Likewise, she went back after reading each page to explain what what the artist did in detail. She also invited them to look at the book for fun and to examine the examples. As she asked the class questions, she told them to not be shy and accepted all answers and built off of those answers to incorporate their responses in to the lesson.
7
Although Britney did a lot of explaining during the reading, she gave detailed descriptions of the artist's thought process. Asking more questions, like "What do think this will be transformed in to?", would have been a great way to get the class engaged and thinking along the terms of the concepts presented. She also did a great job in asking the class their personal opinions about given topics. There was an opportunity to engage each student and share personal experiences, giving a detailed description of each concept, unique to the class. Incorporating music was also a great way to get the class engaged. The song choice was appropriate and most likely familiar to many. It was also another way to apply the concepts to yet another aspect of their daily lives.
8
As she introduced the lesson concepts, she asked the class to give their personal interpretations and gave input that other student would be able to relate to. When one person explained that the curvy line made her feel lazy or like a river, Britney jumped in and explained that it might remind someone of The Lazy River in the Wisconsin Dells. These examples engaged the students but they helped students think of specific examples that might deepen their understanding of how a line can be represented and convey feelings but also linked the concept to everyday life. Britney also chose common, comprehensible concepts that she was then able to link new information to. After she had introduced the concepts and given explanations accompanied with examples, she linked those concepts back to the book and explained how those were applied by showing and explaining to the class some examples from the book. I also believe the process of challenging them to think on the spot and create something out of random "mistakes" was a great way to deepen their understanding of what a mistake truly is.
9
Throughout the lesson there were multiple time for Britney to link the lesson back to the big idea, which she did not do. At times, she did link it, yet failed to use the correct terminology. After the book, she asked the class how some of the mistakes were "fixed" when using the word "transformation" would have enhanced the big idea and deepened the message. As I mentioned before, she chose understood concepts that she was then able to link new information to, modeling a constructivist approach. Britney made a strong effort to relate and connect her lesson to everyday culture and topics that the class could understand, modeling Wilson's third pedagogical site.