December 3, 2013
Emily's Lesson Plan
Big Idea - Color
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A Brief Overview
Reflections
6
Emily brought the class together for everyone to see as she read the book to the class. She had the activity set up and ready to go so there was no wasted time. Although this was ideal for time, many students would become distracted with the materials already out on the tables. The samples that were set out was a great idea. Many children would find it hard to imagine something so abstract, especially at this age. With samples as an aid, students would be more likely to visualize and process an abstract concept such as this.
7
While reading the book, Emily asked open ended questions that brought our own opinion in to the lesson. We were also able to better understand what was going on in the book. It was a successful way to slow down the pace, engage everyone, and even allow more time for students to process the information being implemented. The questions were open-ended, allowing for more than one response, and Emily chose multiple people at random to provide different perspectives among the class.
8
The book was a great choice, in that it went well with the activity. We were able to see examples of how synesthesia works throughout the book, and then we were able to apply those examples in real life with the samples in the activity. Because we were able to apply it to a real life situation, the learning experience was deepened. Mixing colors, however, would be a challenge at this age. Many students would not know what colors to mix, and they would forget just as fast as you would tell them. Perhaps keeping a color wheel up and asking the students several times how to make the primary colors would make that information stick. However, this could be an experimental exercise to those who would not know how to create colors by mixing. furthermore, they would be in complete control of how they would mix the colors, the proportions of paint to use and which colors to mix, creating Wilson's second pedagogical site.
9
The big idea did not make sense. As an overarching theme, color does not seem to fall under the category of enduring ideas, characterized as "life issues that extend beyond specific disciplines and that have lasting human importance" (Walker & Stewart 17). There are many big ideas that could be linked to this lesson: identity, difference, emotion, imagination. Color seemed to be more of an academic vocabulary word, and implemented as a structural objective. Color was a great topic to build off of. Being the first lesson, Emily's concept was extremely basic and understandable, a concept each child should be able to understand at that age. She was then able to supply more information and build off of that knowledge base. In the demonstration, I felt as though there was no explanation of how to use and handle the tools properly. At this age, many of the children will be unfamiliar with the medium and will need instruction on how to properly use it and maintain a clean working area. Even students with exposure to the medium will need to be reminded how to handle the material, behavior-wise. I noticed that we did not discuss how to make brown and black in the demonstration and white was not added to the palettes to create light colors. I also noticed that lines were used to represent and convey our perspective along with color. I would have added line as a structural objective. I think it would have enhanced the structure of the lesson, as well as deepened the students understanding of the concepts.
Emily brought the class together for everyone to see as she read the book to the class. She had the activity set up and ready to go so there was no wasted time. Although this was ideal for time, many students would become distracted with the materials already out on the tables. The samples that were set out was a great idea. Many children would find it hard to imagine something so abstract, especially at this age. With samples as an aid, students would be more likely to visualize and process an abstract concept such as this.
7
While reading the book, Emily asked open ended questions that brought our own opinion in to the lesson. We were also able to better understand what was going on in the book. It was a successful way to slow down the pace, engage everyone, and even allow more time for students to process the information being implemented. The questions were open-ended, allowing for more than one response, and Emily chose multiple people at random to provide different perspectives among the class.
8
The book was a great choice, in that it went well with the activity. We were able to see examples of how synesthesia works throughout the book, and then we were able to apply those examples in real life with the samples in the activity. Because we were able to apply it to a real life situation, the learning experience was deepened. Mixing colors, however, would be a challenge at this age. Many students would not know what colors to mix, and they would forget just as fast as you would tell them. Perhaps keeping a color wheel up and asking the students several times how to make the primary colors would make that information stick. However, this could be an experimental exercise to those who would not know how to create colors by mixing. furthermore, they would be in complete control of how they would mix the colors, the proportions of paint to use and which colors to mix, creating Wilson's second pedagogical site.
9
The big idea did not make sense. As an overarching theme, color does not seem to fall under the category of enduring ideas, characterized as "life issues that extend beyond specific disciplines and that have lasting human importance" (Walker & Stewart 17). There are many big ideas that could be linked to this lesson: identity, difference, emotion, imagination. Color seemed to be more of an academic vocabulary word, and implemented as a structural objective. Color was a great topic to build off of. Being the first lesson, Emily's concept was extremely basic and understandable, a concept each child should be able to understand at that age. She was then able to supply more information and build off of that knowledge base. In the demonstration, I felt as though there was no explanation of how to use and handle the tools properly. At this age, many of the children will be unfamiliar with the medium and will need instruction on how to properly use it and maintain a clean working area. Even students with exposure to the medium will need to be reminded how to handle the material, behavior-wise. I noticed that we did not discuss how to make brown and black in the demonstration and white was not added to the palettes to create light colors. I also noticed that lines were used to represent and convey our perspective along with color. I would have added line as a structural objective. I think it would have enhanced the structure of the lesson, as well as deepened the students understanding of the concepts.