Strengths: It's difficult for me to pick out any strengths other than the normal, hum-drum, "I get along with my students well...I make a good use of technology..." I've taught linear equations to three different classes now and it's all sort of run together.
Evidence of student learning. When Shawn and Hayley came up to the board and worked part of a problem. I verbally check for understanding throughout most of my lessons as well. I received positive responses during this particular lesson.
All-Learner Engagement - During this lesson, I had eyes on me and the board for the vast majority of the lesson. Students were taking notes and those that weren't were actively watching and able to answer questions. The "I wasn't even texting" around 22:00 was a normal lul, I thought, in a lesson when I was writing a piece up onto the board. The slight humiliation of students in this case did wonders for keeping his phone out of his classroom later on.
Varied Ability - I didn't really do much in this lesson to address varied ability. Other than keeping the instruction as to the point as I could, that is.
Role in supporting learning - I was lecturing on working with liner equations and having students take notes and try working problems as I went through them.
Where I Struggled: The warm-up killed me with the student that didn't understand function notation. I found it odd until I realized that he hadn't done the homework the night before. Must have been an odd day for him as he usually does homework.
Tweak - I could have used the dry-erase grid boards with this lesson to promote more student activity and interaction during the lesson.
Strengths-You do a great job of managing your students. There seems to be many different levels of understanding in your class and you do a good job keeping them on-task and working through the problems.
ReplyDeleteStudent learning-For the most part you can see the students paying attention and writing things down on their papers. You had a student come to the board who did not understand the concept and he passes the marker to a female student who did the problem. Did you ever get to talk with him about his issue he was having with the concept? Possibly having him work through the problem with support rather than passing off the marker could work better to re-enforce the concept to him.
Engagement-From the film your students all seemed to being paying attention for the most part. There was a few times when students got off task but you did a good job bringing their attention back to the lesson.
varied abilities-From the film I did not see you adapt your lesson to different learning styles. You seemed to teach the lesson as planned. Did you ever get back to that kid on what a function is? Or find a different way to explain it?
Supporting learning- I liked how you did multiple problems to help the students understand the concept. The more practice the better. You also gave them time to work on problems and then walked through the steps on the board.
Challenge-I would look into finding a strategy to get more student participation. Even from the kids who think they are to cool for school. Planning a few different ways to explain a problem could help support your students who may learn differently.
Revise-If I was teaching this lesson I might have the students come to the board especially if I had smart board. I would also plan to have a few examples of what a function is and how it relates to real life. Try and make those connections. Overall nice job.