Co-Teaching Experience
My teacher and I co-taught a math lesson (Algebra) together. It was a wonderful opportunity to talk to the teacher and plan the lesson together (minds on, action, and consolidation). I was able to see what initial thoughts a teacher has before starting the planning stage such as the level of knowledge the students have on the topic, the activities and related lessons that have all been taught so far, and also the logistics (back up grouping of students in case someone is away). We solved the question together and found out that my teacher used a T-chart way to solve the question whereas I did it by using algebraic equations and substituting one equation in the other. This helped us think of various ways students will attempt to solve the problem. Hence we came up with a list of strategies (guess and checking, using manipulatives, equations, t-chart, variables etc). Also, we re-read the question a few times to come up with the possible errors that might happen (misreading the question, just using one part of the entire question to solve, etc). After this initial planning stage, Caroline came in and led the discussion in the staff room for about 20 other teachers in the school. This gave everyone an opportunity to understand the planning process and what will happen next.
Once we were in the classroom, my teacher led the minds-on activity consisted on touching base on prior knowledge (variables, expressions, and equations) which I had taught for the past few math lessons. Then for the Action part, I read the question and let the students solve them in their assign
ed pairs on chart paper using markers. For the first part of the consolidation component, my teacher selected three works to display the various strategies used and then asked various questions so that it would probe s
tudents to explain their thinking and help others to understand how to solve the question. I was pretty quiet during that period because I was a little nervous since everything was being recorded and there were so many teachers in the classroom. Hence I pointed to the parts the students were talking about and didn’t really contribute to asking questions. However the next day, the two of us completed the second part of consolidation by breaking down their work into variables and expression and making them equations. This really helped them see the full step by step process. It was a great learning experience because I understood how teachers ask questions to direct students thinking and also how works are selected in order to make the lesson effective for everyone to learn.
ed pairs on chart paper using markers. For the first part of the consolidation component, my teacher selected three works to display the various strategies used and then asked various questions so that it would probe s
tudents to explain their thinking and help others to understand how to solve the question. I was pretty quiet during that period because I was a little nervous since everything was being recorded and there were so many teachers in the classroom. Hence I pointed to the parts the students were talking about and didn’t really contribute to asking questions. However the next day, the two of us completed the second part of consolidation by breaking down their work into variables and expression and making them equations. This really helped them see the full step by step process. It was a great learning experience because I understood how teachers ask questions to direct students thinking and also how works are selected in order to make the lesson effective for everyone to learn.
Scientists in School
The grade 6s were going to start a new science unit on Electricity. In order to initiate interest, the teacher had booked a scientist in school workshop, whereby a guest comes to introduce the topic to the class. It was fantastic because the man who came in had amazing resources and his lesson was really engaging. There were mini bulbs, batteries, motors, numerous wires and various other objects that the class could have a hands-on experience. They learned about static and current electricity as well as various types of circuits. It was a 2 hour lesson so the students had more than enough time to play around with the given objects and come up with hypotheses/predictions and learn about the basics of electricity. I found this resource really useful and wanted to provide the link: http://www.scientistsinschool.ca/index.php if you get the chance in teaching science to a class and want to incorporate this before starting a unit.
Hey Sai! Sounds like you had a pretty exciting week. I see that you have learned a lot from your co-teaching session. I would love to co-teach with my AT in the 2nd practicum as well. And how interesting, I did not know you can get a scientist to come to the school! I think this is great! You have to tell me more about your co-teaching experience and science workshop when I see you in class!!
ReplyDeleteHi Sai!! Thank you for the rides everyday to the school together. I would say that your driving skills has improved along side you teaching skills!!
ReplyDeletehave to say, the co-teaching session was successful and was very helpful to me. I got to see how a 3-part math lesson can be done in a grade 6 class. It was also a good opportunity to observe how another teacher teaches math. You teacher was very good at asking guided questions to scaffold students' learning and communication of their work to their peers. I had also learned that students really learn differently, and they have their own way of solving the problem. Finding out that there are other ways of getting the answer really excites me and kept me engaged during the congress. (by the way, I really liked Steven's method for solving the action problem)
See you again tomorrow :)