After the teaching slice is delivered, it is necessary to reflect on the teaching/learning process. Your reflection (450 words minimum; 500 words maximum) may answer questions, such as: what aspects of the lesson went well?; which aspects did not go so well?; what do you think the students took away from this lesson?; are there any unanticipated consequences?; how did the students interact with each other and with you?; were the objectives of the lesson achieved?; what did the class and individual students learn today?; where should the lesson begin for the following class?; and, inter alia, are there other ways to teach or re-teach this lesson or some part of it?
Deadline: Sunday, October 28, 2018, 11:59 p.m.
Your peer reflection (250 words minimum; 300 words maximum) may answer questions, such as: what did your peer do well?; what needs work? Offer him/her concrete suggestions. You can do this by formulating them as questions (e.g., did you think of doing such and such a thing? Do you think that such and such a thing might work better next time if you/the students do this, etc.)
Deadline: Tuesday, October 30, 2018, 5:59 p.m.
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Your lesson followed the three phases, presentation, practice and production in a very fluent way. Your big success was the way you presented the topic and structured the activities according to the three phases of teaching the lesson. I loved each of the activities you proposed and the way you introduced the new vocabulary words. You gave students the possibility to use the vocabulary words presented more than once, thus, having them master the words during your lesson. Students had plenty of time to do the activities, and nothing was rushed, even though the time frame given was only twenty minutes, you managed enough time to achieve the three phases of the lesson. Your smile and your positive attitude was a big success too because you showed confidence while teaching.
What would improve is the video recording. I understand that it was out of your control, but for the future make sure that the video starts when you are ready to begin your lesson, and that when you present your lesson, at least some of the students get recorded into the video, giving the viewers the opportunity to see their engagement too. Also, ask the cameraperson that the teacher should not be recorded as part of the video.
One thing that you should avoid in the future is to show the slide displaying "the resumen del plan de lección”, this is typically used in college classes, but our teaching lesson was directed to junior high and high school students, who will not pay attention to those. Furthermore, there is no reason for them to know all of that information because it could be overwhelming, especially for junior-high students. (281 words)
The teaching slice addressed students of a 200 level. The main focus of the lesson plan was to introduce new vocabulary about “Los productos y las recetas.” Teaching vocabulary represents a challenge. Traditionally vocabulary has been taught by memorizing “words.” Nonetheless, new teaching approaches suggest that the use of visual input helps students retain and learn new words easier because students are encouraged to “make direct form-meaning connections.” Along with the visual input, the teacher included in the presentation various cognates which helped students to understand and follow the lesson. One can say that the teaching presentation went very well, the students were very cooperative, they asked questions and raised their hands continuously. During the production part, students were asked to work worked in pairs; this was the perfect opportunity for students to produce the target language. One can say that the lesson was done explicitly, because of the amount of the vocabulary.
There were a few aspects of the lesson that the teacher did not think about, such as; not including the names along with the pictures. Students needed to know how to spell words. The teacher was able to make use of the available realia (blackboard and chalk) to write down words. Also, the students seem a little confused with articles, and plurals. It is of great importance that the teacher considers the student’s previous knowledge when planning a lesson. Previous knowledge is critical; otherwise, students could get lost. Also, there was this particular student who asked to translate “toronjas” the given answer was “tangerines.” The teacher did not realize she had given the wrong information until the end of the lesson. One can see here that students are very used to the traditional academic style “text-translation.”
The lesson could have improved by adding more culture to it. Now reflecting on the lesson, the teacher could have incorporated fruits and vegetables from different countries so that students could learn about different lexical variations. For a future lesson, a teacher could improve the lesson by adding audiolingual input, and not just pictures. To introduce vocabulary became a challenge and a little confusing because of the short amount of time.
Teaching grammar is a necessary part for language acquisition. At the end of the lesson, the teacher tried to incorporate a little grammar, by teaching them how to conjugate the present participle. One can say that this part did not go as planned. This part of the lesson required a lot more time in order to be taught properly. One can say that it was confusing because of the lack of previous knowledge. The next lesson should begin with a review of this lesson, not only the vocabulary but the grammar part needs to be addressed in depth.
The lesson plan had positive aspects as well as negative ones, this is just the beginning of a long journey, one needs to make mistakes in order to improve. (487)
I like your mini-lesson because the material was appropriate for the students. You were able to implement visual material, and communicative approach. Through the visualization of the pictures, students had a better opportunity to understand the new input in the target language. Also, you introduce the content in a very easy and calm manner that students were able to activate their background knowledge and connected with the new knowledge. The vocabulary was at the student’s level and interest because students were able to understand the new input in the target language. This is very helpful for the students because it contributes to build a comfortable climate in which students were able to participate. You were able to answer their questions. Throughout the presentation, I like the way you stressed out the sounds of the ending of the words. During (1:43) minute of the video, you were introducing the articles singular “La” and plural “Las”, in which you were using explicit input when you said “una es la uva, las uvas muchas”, as well as you used the maneuver of your hand to emphasize the meaning of the words. I like the friendly and positive interaction between you and the students. They were engaging and interested in the new material in the target language. However, I would suggest that in the future, you could add vocabulary under the pictures. This would be easy for you because you won’t have to write as well as it would help students associated the new knowledge with their background knowledge. (258 words)