October 22, 2013
Maria's Lesson
Big Idea - Responsibility
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A Brief Overview
Reflections
6
Maria had an inviting tone of voice yet was projecting throughout the room so everyone was able to hear in the classroom. She did not gather everyone together, which would be problematic in an elementary setting, however there was no space to gather everyone in the room. Her gestures for the big idea was a great way to pay attention, creating a good learning environment.
7
Her reading voice was fantastic, in that she had different voices for different characters, however it was read extremely fast and if there were perhaps children with disability, they would have no chance to process what is going on. Maria's questions were open-ended and even ask if any one else had any other thoughts when answers were given. Even when she asked a yes or no question, she followed up with why, which kept the class engaged.
8
Even though it might be good to add definitions for vocabulary words, I think that with this age group it would not be necessary. Instead, maybe she could ask the class if they have any definitions. When a class is forced to come up with their own definition, the concepts are deepened and even personal. Because the activity only required us to use soft lines, I would have cut out explaining hard lines. Explaining that technique or style of line would only add more information and because we did not utilize it in the activity, it only took away. Cutting out hard lines would have focused our attention on the other vocabulary words we learned, and we would have been able to learn them more in depth with the time gained. The fact that Maria passed around the pillow fluff was a great strategy to deepen the student's learning. As they felt the fluff, they were able to imagine how a cloud might feel, and they would be able to understand the concept of drawing a cloud by theoretically holding one.
9
Maria did a great job connecting the idea of responsibility throughout the lesson. She went through the book asking questions about the characters being responsible or not, gave an example of how she is responsible in the demonstration, and revisited the idea in the wrap-up. During the demonstration, she even had the class come up with a responsibility they have in school, so the students were able to apply the concept of responsibility to different aspects of their life.
Maria had an inviting tone of voice yet was projecting throughout the room so everyone was able to hear in the classroom. She did not gather everyone together, which would be problematic in an elementary setting, however there was no space to gather everyone in the room. Her gestures for the big idea was a great way to pay attention, creating a good learning environment.
7
Her reading voice was fantastic, in that she had different voices for different characters, however it was read extremely fast and if there were perhaps children with disability, they would have no chance to process what is going on. Maria's questions were open-ended and even ask if any one else had any other thoughts when answers were given. Even when she asked a yes or no question, she followed up with why, which kept the class engaged.
8
Even though it might be good to add definitions for vocabulary words, I think that with this age group it would not be necessary. Instead, maybe she could ask the class if they have any definitions. When a class is forced to come up with their own definition, the concepts are deepened and even personal. Because the activity only required us to use soft lines, I would have cut out explaining hard lines. Explaining that technique or style of line would only add more information and because we did not utilize it in the activity, it only took away. Cutting out hard lines would have focused our attention on the other vocabulary words we learned, and we would have been able to learn them more in depth with the time gained. The fact that Maria passed around the pillow fluff was a great strategy to deepen the student's learning. As they felt the fluff, they were able to imagine how a cloud might feel, and they would be able to understand the concept of drawing a cloud by theoretically holding one.
9
Maria did a great job connecting the idea of responsibility throughout the lesson. She went through the book asking questions about the characters being responsible or not, gave an example of how she is responsible in the demonstration, and revisited the idea in the wrap-up. During the demonstration, she even had the class come up with a responsibility they have in school, so the students were able to apply the concept of responsibility to different aspects of their life.