November 30, 2017
Today I observed the Program Chair teach his 12th grade, International Baccalaureate History class. They are working on a unit covering the Civil War and more specifically, Abraham Lincoln. The method used for this class unit is more of a student teach then a teacher teach. The students have been assigned a book to read, and they are then each assigned a different chapter to teach to the class[EF1] . The book title is, Team of Rivals: The Political Genius of Abraham Lincoln. For the student-teach, the students are to create a power-point presentation with which they will take the other students through a review of the chapter that they have read. All students are required to read the chapters being covered on that day by their classmate[EF2] . Within the presentation students are to include up to six vocabulary words that they felt were important. They are to include in their slide the vocabulary word, the definition, where it can be found in the text as well as the text it is found in and why they felt that these words were significant. The next part of the presentation is to include up to three quotes or paragraphs that they feel summarizes the chapter. They are to again cite where in the text these are located and why they feel these are important. Finally, they are to create three questions that they will ask of the class and will follow with a slide that answers the questions[EF3] . Students in the class are asked to answer the questions based on their reading and the answers are then compared and discussed[EF4] . All students are graded on their participation during the class period[EF5] . During the entire presentation period, the instructor is listening and then guiding students to participate. He presents high-level thinking questions to help to move along the discussions. His questions and input demonstrate that he is quite familiar with the reading and also promotes the fact that he is familiar with the book and its characters and information[EF6] . Additionally, he is taking notes in order to incorporate the students teaching into the assessment at the end of the book. Students, when given the responsibility of directing class thought, achieve a better understanding of the subject matter for themselves[EF7] . They are able to take ownership of the materials that they have read and at the same time help to direct the same level or increased understanding of their classmates. Additionally, these students develop a greater appreciation for the time and effort that their instructors put into a developing lesson. The book used during this class is obviously at a higher learning level then most class, however, the concept of student-directed teaching is one that I truly hope to include within my classrooms. [EF1] 2b: Establishing a culture for learning [EF2] 3c: Engaging students in learning [EF3] 3b: Using questioning and discussion techniques [EF4] 2a: Creating an environment of respect and rapport [EF5] 1c: Setting instructional outcomes [EF6] 1a: Demonstrating knowledge of content and pedagogy 1e: Designing coherent instruction 1f: Designing student assessments [EF7] 1b: Demonstrating knowledge of students
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Eleanor Forstater
My world has been my family. Now that they are grown and on their own, my students have taken a huge spot in my heart. Through my students I continue to learn and grow. Their experiences become my experiences. Their goals become my goals. And their achievements become my achievements. ArchivesCategories |
Photo used under Creative Commons from Castles, Capes & Clones