November 14, 2013
Michelle's Lesson Plan
Big Idea - Imagination
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A Brief Overview
Reflections
6
Michelle addressed the class very well, yet the stretch in the beginning was maybe not necessary. Her book choice was excellent, in that the class was able to teach the lesson. She took the time to take pictures of each pages in the book, so every student was able to see the book from the room. She did not gather everyone to the center of the room, yet it was not necessary to do so. I think it would have been more successful to bring everyone together and discuss the book as a group, but she did a great job with the set up she created. Although she did create many opportunities to answer questions, she had the tendency to call on one person who guessed the correct answer. Upon answering the question, Michelle stopped the discussion and continued the story and said that she was a good guesser.
7
I believe keeping the discussion going and acknowledging each answer would have engaged more students and gotten them to answer the questions. Michelle's questions were engaging however. Questions like, "What color chalk would you choose?", got students to think personally and put themselves in the story. The questions engaged the class but also got them to look at details within each page and critique the work. Allowing the students to share their work is always a good way to engage students. As most are proud of what they made, they will be excited to share theirs with the class.
8
The book was filled with wonderful images, yet had no words to explain exactly what was happening, so she had the class explain what they thought was going on in the book. She asked many open-ended questions that incorporated personal questions and required feedback. There were questions of recall, which were then followed by questions that required them to make connections and think deeper. I just wish that there would have been a greater stress in the demonstration about the concepts. With all the colors at the tables, there would be a tendency to use multiple colors and forget about emphasis, which some people did. Explaining the process of bringing emphasis to a drawing might have helped and even deepened their understanding. Michelle did to a great job pointing out the use of emphasis in the examples that were shown, which would have reinforced or reminded and students that did not use the concept.
9
Because of the book choice, she was able to integrate Wilson's third pedagogical site. She asked questions that allowed the class to instruct one another. She stepped in when the class ran out of ideas or when she was able to add more question to fuel their discussion, however she let the class do most of the describing. There were not that many vocabulary words, which allowed the class to focus more on those few words. Michelle did not discuss the in detail how to incorporate those concepts in our projects. Mentioning that you start with a mute color and adding one color to make emphasis and show importance would have been a good way to focus attention and make sure that concept showed up in the students' works. There were a few people that did not incorporate this concept. She did however allow the class to take their projects in any direction by incorporating a self-directed panel. She also did a great job connecting her big idea, imagination, throughout the entire lesson, and the activity reflected that.
Michelle addressed the class very well, yet the stretch in the beginning was maybe not necessary. Her book choice was excellent, in that the class was able to teach the lesson. She took the time to take pictures of each pages in the book, so every student was able to see the book from the room. She did not gather everyone to the center of the room, yet it was not necessary to do so. I think it would have been more successful to bring everyone together and discuss the book as a group, but she did a great job with the set up she created. Although she did create many opportunities to answer questions, she had the tendency to call on one person who guessed the correct answer. Upon answering the question, Michelle stopped the discussion and continued the story and said that she was a good guesser.
7
I believe keeping the discussion going and acknowledging each answer would have engaged more students and gotten them to answer the questions. Michelle's questions were engaging however. Questions like, "What color chalk would you choose?", got students to think personally and put themselves in the story. The questions engaged the class but also got them to look at details within each page and critique the work. Allowing the students to share their work is always a good way to engage students. As most are proud of what they made, they will be excited to share theirs with the class.
8
The book was filled with wonderful images, yet had no words to explain exactly what was happening, so she had the class explain what they thought was going on in the book. She asked many open-ended questions that incorporated personal questions and required feedback. There were questions of recall, which were then followed by questions that required them to make connections and think deeper. I just wish that there would have been a greater stress in the demonstration about the concepts. With all the colors at the tables, there would be a tendency to use multiple colors and forget about emphasis, which some people did. Explaining the process of bringing emphasis to a drawing might have helped and even deepened their understanding. Michelle did to a great job pointing out the use of emphasis in the examples that were shown, which would have reinforced or reminded and students that did not use the concept.
9
Because of the book choice, she was able to integrate Wilson's third pedagogical site. She asked questions that allowed the class to instruct one another. She stepped in when the class ran out of ideas or when she was able to add more question to fuel their discussion, however she let the class do most of the describing. There were not that many vocabulary words, which allowed the class to focus more on those few words. Michelle did not discuss the in detail how to incorporate those concepts in our projects. Mentioning that you start with a mute color and adding one color to make emphasis and show importance would have been a good way to focus attention and make sure that concept showed up in the students' works. There were a few people that did not incorporate this concept. She did however allow the class to take their projects in any direction by incorporating a self-directed panel. She also did a great job connecting her big idea, imagination, throughout the entire lesson, and the activity reflected that.