OVERVIEW:
For those of you visiting my blog, the Microteach that I partook in was an assignment for my Education 3505 (Seminar) class. The task of this lesson was for us to create a short 15 minute lesson that we would teach to our fellow peers. Our topic to teach was the Alberta KSA's (Knowledge, Skills, and Attributes), and I was assigned KSA number three: Teachers will use the Program of Studies (I'll refer to them as PofS from now on) to inform and direct planning, instruction and assessment. Using this KSA, we had to design a lesson plan that (in a nutshell) provided details as to the content we were choosing to relay onto our peers, an activity or reinforcer, and a conclusion, with assessment embedded throughout.
Originally, I had intended to do my lesson in the format of a debate. I ran it past my instructor, and I got the okay to try it, though he mentioned that it would be tricky to facilitate, as we did have limited time. I thought I'd take a step outside of my comfort zone and challenge myself to see how it would have gone. So, I wrote out the entire lesson plan, created an engaging slide show, clearly indicated instructions and visually outlined (and set up a time to discuss) the debate structure that we would follow. Then I started thinking about the dynamic of our class. We are a chatty and contemplative bunch. Because of this, I realized that a debate would have gotten out of hand. As well, I feel as though I would not have been able to assess the students' learning, or merely just observe what they spoke about. Rather, I would have been consumed with watching the clock, as well as maintaining the volume level of the class. (I would like to get more experience with debate, but with a more flexible time frame.)
Originally, I had intended to do my lesson in the format of a debate. I ran it past my instructor, and I got the okay to try it, though he mentioned that it would be tricky to facilitate, as we did have limited time. I thought I'd take a step outside of my comfort zone and challenge myself to see how it would have gone. So, I wrote out the entire lesson plan, created an engaging slide show, clearly indicated instructions and visually outlined (and set up a time to discuss) the debate structure that we would follow. Then I started thinking about the dynamic of our class. We are a chatty and contemplative bunch. Because of this, I realized that a debate would have gotten out of hand. As well, I feel as though I would not have been able to assess the students' learning, or merely just observe what they spoke about. Rather, I would have been consumed with watching the clock, as well as maintaining the volume level of the class. (I would like to get more experience with debate, but with a more flexible time frame.)
EXPECTATION:
After re-exploring my options, I decided to go with a much simpler lesson plan. And because there was almost no information about the Programs of Study (aside from the actual documents themselves), I planned for the group to assess the validity of the PofS from the viewpoint of a Pre-Service teacher. My envisioned lesson plan would have started with an online poll, asking them to text in what they knew about the Programs of Studies. Then, I would provide an excerpt outlining the PofS' purpose (as stated from the Alberta Education website), the students would text in their overall stance as to whether or not the PofS were beneficial, a hassle, or they didn't know. Then. The group would break off into groups, first discussing the benefits of having a mandated PofS, and recording it on a worksheet that was provided. While they were doing that, I would be walking amongst the tables, providing feedback, and asking students to elaborate their answers for me. Then, the groups switch, and the students then discuss and record some drawbacks to having a mandated PofS. Again, walking around, providing feedback, and asking for elaboration. When the activity was finished, I would ask each group to present what their strongest benefit was, as well as their strongest drawback. (As well as a time for them to share thoughts that they felt was important for the rest of the class to know), and ending it off with a final online poll, similar to the last one, simply to see if the numbers have changed.
REALITY:
My microteach, in reality, was nothing like I'd envisioned. At 6 am, (while half asleep), I decided it would be a good idea to change parts of my lesson plan. This editing didn't stop until twenty minutes before class began. That was my first mistake.
Because I am still relatively new to the University of Lethbridge, I wasn't used to the library hours. I made my way over at 7 AM expecting it to be open, only to find out that it wasn't open for another hour. Therefore, printing documents ahead of time was a failure.
I ended up getting sidetracked in my editing again, and found that I had twenty minutes of time left. I figured that was enough time to test out my powerpoint on the computer that was already established in the classroom. My polls were embedded right onto my powerpoint using a program that the computers at the University didn't have, and because of this, the polls didn't show up. My instructor helped me solve this by simply plugging the projector into my laptop. Things seemed to be working fine.
With about ten minutes to spare, I hustled back to the library to do my very, last minute printing. I would have had time to spare if it weren't for the printer being completely out of paper. (How unbelievably ironic). I had to hunt down a librarian, wait for her to re-calibrate the paper tray, and reboot my printing session. I ended up walking in five minutes late to my seminar class.
These tiny little details just remind me that I, as a future educator, need to be more aware of my resources. If I need to print something, I should make time to print it a few days ahead of time. I should not make frantic revisions when I am half asleep, as good as they may have seemed. And I should test and retest my technology, and start assuming that all computers will have basic programs, unless I personally install it.
Because I am still relatively new to the University of Lethbridge, I wasn't used to the library hours. I made my way over at 7 AM expecting it to be open, only to find out that it wasn't open for another hour. Therefore, printing documents ahead of time was a failure.
I ended up getting sidetracked in my editing again, and found that I had twenty minutes of time left. I figured that was enough time to test out my powerpoint on the computer that was already established in the classroom. My polls were embedded right onto my powerpoint using a program that the computers at the University didn't have, and because of this, the polls didn't show up. My instructor helped me solve this by simply plugging the projector into my laptop. Things seemed to be working fine.
With about ten minutes to spare, I hustled back to the library to do my very, last minute printing. I would have had time to spare if it weren't for the printer being completely out of paper. (How unbelievably ironic). I had to hunt down a librarian, wait for her to re-calibrate the paper tray, and reboot my printing session. I ended up walking in five minutes late to my seminar class.
These tiny little details just remind me that I, as a future educator, need to be more aware of my resources. If I need to print something, I should make time to print it a few days ahead of time. I should not make frantic revisions when I am half asleep, as good as they may have seemed. And I should test and retest my technology, and start assuming that all computers will have basic programs, unless I personally install it.
but wait, there's more!
I woke up this morning, confident that I was going to rock this microteach. Following the tech incident, as well as my last minute printing, that confidence receded to a measly, I feel okay about this microteach.
I introduced my topic in my best teacher voice. I proceeded to the next slide to begin my poll, and a white screen came up. I exited the program, reopened it, and still nothing.
My enthusiasm and confidence disappeared into the air at that point. I slowly proceeded through my microteach, even though half of my assessment of prior knowledge was gone, as well as my transition activity, and conclusion.
I introduced my topic in my best teacher voice. I proceeded to the next slide to begin my poll, and a white screen came up. I exited the program, reopened it, and still nothing.
My enthusiasm and confidence disappeared into the air at that point. I slowly proceeded through my microteach, even though half of my assessment of prior knowledge was gone, as well as my transition activity, and conclusion.
POSITIVES TO TAKE AWAY:
Although half of my assessment was missing, I did manage to facilitate a moderately effective group discussion. Some of my peers were able to voice some of the problems they felt they were faced with due to the PofS being a mandated document, maybe discovering that others felt the same way too. Others were presented with ideas they may not have considered before, such as the fact that it connects all of the teachers' lessons across Alberta; as well as the fact that the PofS leaves enough freedom to create a unique lesson, though still providing enough foundation that the teachers aren't overwhelmed having to come up with it 100% on their own.
I also am oddly proud of my one "teacher voice" moment. During the first set of group discussions, I tried to give the class a one minute warning. I wasn't used to speaking over 12 people, so the voice was slightly quieter than I wanted. BUT during the second set of group discussions, I was able to speak in a louder, more pronounced tone, and they all seemed to note my voice.
I also am oddly proud of my one "teacher voice" moment. During the first set of group discussions, I tried to give the class a one minute warning. I wasn't used to speaking over 12 people, so the voice was slightly quieter than I wanted. BUT during the second set of group discussions, I was able to speak in a louder, more pronounced tone, and they all seemed to note my voice.
AFTERMATH:
In hindsight, I never did check the wi-fi connection when my polls didn't work. I remember from the short discussion we had in class prior to my microteach that a few of my peers were having problems logging on to the University's internet access.
Doing this microteach taught me that I need to just go with the flow. I can't get caught up or broken down because my polls don't work. Or because I can't think of sporadic questions right off the top of my head. These are things that I need to work on. If I can make mistakes now, and identify where I went wrong, it will give me a chance to go back and change what I did wrong for next time.
As well, this was a gauge of where I am right now. After today I realize that I have a lot of work to do. Making lesson plans is one thing, but actually going out and implementing those lessons plans, as well as facilitating a stimulating and safe environment, AND having effective time and classroom management... I need a lot of practice. And I need to make a conscious effort to change some things.
A fellow student of mine is always reminding me that until we make mistakes, we can't truly learn.
I am not afraid to make mistakes. I will realize these mistakes, and with time, I will fix them.
I am learning. I am growing.
Doing this microteach taught me that I need to just go with the flow. I can't get caught up or broken down because my polls don't work. Or because I can't think of sporadic questions right off the top of my head. These are things that I need to work on. If I can make mistakes now, and identify where I went wrong, it will give me a chance to go back and change what I did wrong for next time.
As well, this was a gauge of where I am right now. After today I realize that I have a lot of work to do. Making lesson plans is one thing, but actually going out and implementing those lessons plans, as well as facilitating a stimulating and safe environment, AND having effective time and classroom management... I need a lot of practice. And I need to make a conscious effort to change some things.
A fellow student of mine is always reminding me that until we make mistakes, we can't truly learn.
I am not afraid to make mistakes. I will realize these mistakes, and with time, I will fix them.
I am learning. I am growing.
| microteach.doc |
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