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					                                                                                              Katie Sullivan

                                                Final Exam

1.

         I was glad for the opportunity to design and implement a lesson plan within the context of this
class. Prior to this point, I had not yet had the opportunity to even design lesson plans, and so, although
I was a bit apprehensive at first, the experience was good to have, and is something that I feel that I
learned from.

         After examining the work students did during the lesson, in the form of completed dittos, I saw
that for the most part, they were able to handle the questions fairly well, and probably everyone would
have been able to complete it had they been given more time, which in a traditional fifty minute or
longer class period, they would have been able to do, or even if they had been given it as a homework
assignment to bring in the next day. It did not seem to be anything too difficult or overly demanding,
and I think it adequately assessed their grasp on the material, and their ability to use the internet to do
guided research.

        There were some things that I think went really well, including the use of the power point and
the whiteboard to lecture and present information. Power point allowed for relevant pictures to be
presented, and for the information to come across in a very concise and clear manner. It is a tool that
when I teach, I will continue to use. I think had we had more time, and if it had been a more traditional
classroom experience, we would have required the students to take notes from the power point, to truly
get a grasp on the material. Having the white board in addition to the power point screen, allowed a
couple of my fellow “teachers” to illustrate points which would have been difficult to illustrate on the
power point, and arose very organically, which was neat to see happening, and I think is something that
each teacher needs to be able to do.

          There were also some things that I didn’t think went as well. First, with the ditto completion, I
think it might have been a better idea had the research portion been guided a bit more, by giving the
students a list of websites to go to in finding their answers. Several went to Wikipedia, which isn’t
exactly an authoritative source, and in my own classroom, I’ll make sure that students know it’s not an
acceptable research tool. I also thought that perhaps we attempted to cover too much information in
too short a period of time. I think that a subject as broad as World War I, it would probably be better to
focus on it over a period of days, rather than try to give a complete overview in twenty minutes. That
said, I think we did a good job of really boiling down all the major highlights, and giving a good
introduction to the War.

        I have a couple professional goals as the result of this teaching experience. The first would be to
be more engaging as a teacher. I know that I always enjoyed my history classes in school, and I think the
reason I did so was because all of the teachers I had were very discussion oriented, constantly talking
and engaging students to think outside of the box and really think critically. One of my fellow teachers
was able to do that pretty well during this practice experience, and it’s something that I know I would
need to work on, in order to have, but something that I definitely want. Another goal that I would have
would be to better be able to assess students’ grasp of the material. I think that the majority of
students, whether they’re understanding what’s being presented or not, tend to have a very blank
expression on their face, so it’s hard to know whether they’re comprehending. At a few points we did
stop to ask questions, and I think that is something that needs to be continually done, but in a positive
way to encourage engagement, rather than in an effort to catch a student off-guard and put them on
the spot.

        During the lesson, I felt that students were very respectful and were focused on learning, rather
than simply on the technology (the computer in front of them). To be honest, I’m not sure if this could
translate into a high school classroom. Even well meaning students, when placed in front of a computer,
probably will get distracted, but in this experience, I think it helped that we were all peers and were
respectful of one another.

         I felt as though the technology was a seamless part of the lesson, the power point was used to
present information, the white board use came organically, the student’s use of the computer was a
part of their research, and even the video at the end offered a good, concise wrap-up of the War.

        The technology contributed to the lesson in many ways. As I said before, the power point
presented the outline of information in a clear, concise way, with helpful graphics, that was expanded
upon during the lecture. The computer was used by the students to research answers for their dittos,
and the video was a good method of wrap-up, and I feel as though all of these elements were clearly
obvious to the students. There was nothing that was used that they seemed unsure or confused about.

        I’m not sure if the technology was helpful for a particular student, but it seemed to be
something that was helpful to all who were there. Obviously, in a classroom setting, the teacher will
have an understanding of the students who may need extra assistance, and then the technology can be
altered to assist them specially.

        I think that the lecture part of the lesson could have been done without technology, although it
would have been more difficult, and would have required the students to really have a focused
attention, and to be audio rather than visual learners. However, the research portion of the class would
have been even more difficult, and I suppose with available books, it could have been done. The video
portion would have been impossible without the technology to present it.

        Overall, I think all the students actively participated and benefited from the technology,
especially during the research portion of the class.



2.      The first would be the use of a program such as Microsoft Word, for him to write on, rather than
having him write by hand. Dittos could be given to him over the computer to fill out rather than by hand.

        Also, during lecture times, instead of having him strain to see the power point, he could have it
given to him on an individual computer. It could be magnified for him to see it more clearly and easily.
         Finally, during lecture times when note-taking is needed, he could use a program such as
inspiration for quick and easy notes, rather than having to use paper and pen, or the notes could even
be printed out for him.



3. My ideal learning environment would be an 11th or 12th grade AP US History class. I would like to have
no more than 20 students in the class, because smaller class sizes allows for more individualized
attention, and greater possibility for good discussions during the class time. In terms of technology,
ideally it would be nice for each student to have access to their own laptop in order to take notes during
class lecture times, and to be able to quickly and easily do research online, or to view resources available
only over the internet. The availability of a personal computer allows for tons of hands-on experiences,
student-directed research, and projects such as power points. As a teacher, I would also like a projector
and large projector screen, as well as a white board. These would be used during lecture times, but
could also be used in a constructivist manner for student presentations of materials and projects, similar
to the ways in which we were able to use it during this class.

				
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