Think reflectively about the micro-teaching activity that you and your partner created and presented in class. Then, write a blog (250-300 words approx.) that responds to the following three key questions: why you found this activity interesting and strong for your class, what you would have done differently due to differentiating instruction reasons, and how you would have incorporated more culture into it.
In order to earn full credit for this blog, you must also leave at least two comments (50-100 words each) on your peers’ posts. Please take the time to read what they wrote – you’ll find that you often have similar reactions to the teaching experience, and can help one another a great deal through this first semester!
For personal blog: Tuesday, March 19, 2019, 11:59 p.m.
For two comments: Thursday, March 21, 2019, 11:59 p.m.
I personally enjoyed your activity from the colors to the content of your lesson, the presentation was very engaging, and although reading and writing in another language can be challenging I found the way that you and your partner created was very interesting. The input was a very important part of your lesson and was made meaningful and anyone can relate to having someone far away. The letter your provided was simple yet it had a lot of useful information that would help students connect and relate with the topic you chose for lesson.
I enjoyed your presentation the letter activity was interesting. As the teacher mentioned today maybe an e-mail of Instagram post to the athlete would have been a better choice. As stated by VanPatten, “Classroom learners get exposure not only to conversational language but also to the language of written tests, speeches, and other types of planned discourse. Instruction in the classroom heightens learner’s awareness of grammatical form and structure.” I believe you accomplished that task in your lesson plan.
Our second micro-teaching activity my partner and I created was focused in the teaching of possessive adjectives in Spanish, which can be slightly different in English. Our goal was to enhance the learner abilities to express possession and use it in a correct way in sentences or dialogs. We chose some activities to get the students to be comfortable with using this adjectives, one of them was by giving them examples of sentences that referred to family and things around us that we use in a daily basis. For example: This is my book (ese es mi libro) That one is your book (ese libro es tuyo), proceeding our lesson we gave examples for them to complete the activity with similar sentences.
Another activity consisted of arranging the words that were not in order in a correct form. While the activities were productive, we missed a few points like the presentation which was pointed to us, which is very important for the beginning of any lesson in order to lead right into the actual lesson to accomplish a more effective way of learning for our students. What I would have changed about the presentation is showing pictures to relate the lessons topic and in a way attract the student and alert of what is coming next and be aware of the students comprehension to continue to the next phase. Overall we were very happy with our presentation with minor mistakes that could have been prevented.
I really like the idea of showing pictures that relate to the lesson topic. As educadors, it is important to incorporate it in our daily lessons because it helps students understand better and helps them catch on quicker. As Lee and VanPatten explained in chapter 2, using visuals and drawing on the board help the learners “see” what they are learning. Providing visual facilitation not only helps draw in learners, but makes it easier for them to remember the concepts they have just learned.
The micro teaching activity that I presented along with Fazima was a great experience, it gave us an idea of what strategies and techniques we could use in order to succeed in the future as educators. The activity objective was to introduce vocabulary by utilizing pictures of clothing we wear on the different seasons of the year. We chose some activities to engage the students in the lesson by giving them different tasks such as label the clothing and classify the seasons according to the vocabulary learned in class. I found this activity relatively strong because it is a simple task in which students can recognize words directly with its meaning and not with a translation. In other words, instead of just knowing a vocabulary words such as “la bufanda” and what it means in the source language they can visualize the word with the picture which would help them completely understand the word better. This would allow them to feel more confident when creating sentences using those words. As teacher, it is important to use binding in our lessons because some students are visual learners who need to see things in order for them to understand.
Something I would have done differently is to show videos in my lesson in order to demonstrate how people from different countries wear the same clothes throughout the year as is the case of Dominican Republic. DR is generally hot with tropical temperatures all year.
To incorporate more culture in this activity I would have asked students to name what is the most popular clothes they wear in their culture on the different seasons of the year. (274)
Hi Selena, I truly enjoyed your activity, it was very engaging and fun for students to recognize and relate with the topic about clothing, which is something we use in a daily basis, and could be used also for shopping and common communication, the pictures were very colorful and attracting to the viewer, the techniques used in the practice was also very well done and very simple.
I loved your presentation it was very interactive. I believe by asking students what they wear in their countries would have made this presentation even more meaningful and interactive to find differences or similarities throughout the classroom. I believe it is hard to address clothing items by different names because it may confuse the learner however keeping the different name sin mind in case someone brings it up is a great idea.
For this activity my classmate and I did a lesson about grammar. It was interesting to see how we are supposed to teach grammar including culture, communication, community, connection and comparison. We did enjoy integrating a game to our lesson and have fun while we teach. I think a lesson with only the necessary information, will become strong for learners, not so much information to not get the learner overwhelmed but the necessary to teach the language. In our lesson I would have done different the part of the culture instruction, and some of the words that we use for our lesson. I think I would choose a topic, a theme, a country and a month for every lesson and think about how much culture the lesson will teach the student. If the content of the lesson will show and connect to spanish culture will be more powerful and meaningful to the class. One instruction that I will be different for the future is to use diagrama the end of the lesson instead that at the beginning. I will also incorporated an hand out activity for the students and more visual objectives, and make sure I use the three P’S. Also this activity gave more knowledge about teaching and creating a lesson, its challenge me to get experience in front of a class as a regular teacher. In this area still room for me to improve and hopefully I keep learning more each day, and continuing to develop skills to write a good lesson for the class.
The micro-teaching activity that Karolina Custodio and I created and presented in class had four objectives students will be able to describe their family, understand how to create a family tree; creating parent-child interaction to assist them in school engagement, explore different family trees of their classmates, reinforce other skills such vocabulary, grammar, and pronunciation.
I found this activity interesting and strong for our class because it was based on a cartoon many have seen in the past and because it is meaningful. According to VanPettten in chapter 11 comprehending written language, states the importance of activating appropriate schemata by bringing students knowledge to bar on the process of comprehension. For this reason, we presented the Simpson family and then reviewed by asking students the name who the characters were in the family tree. For example, Homer is Bart’s dad. To include more reading comprehension one thing, I would have done differently due to differentiating instruction reasons is include more written activities such as Based on the photographs you chose for your family tree list at least three important fictional facts you would like the class to know or provide a story and have the students list three important ideas from the reading. Another thing I would have done differently is instead of going straight to the powerpoint I could have created a pretest in kahoot to explain family terminology to know what students know instead of assuming as stated by VanPetten on page 232, this would also be a great way to know what students have learned in the class. I would have also incorporated more culture into it by comparing El Chavo del Ocho cartoon version, with the Simpsons or comparing Spanish Simpson version versus English Simpson version differences in names and story lines. Another thing we could have done is have students work on their family tree in class instead of for homework and present in class to have a comparison of families in the classroom and see differences as well as similarities throughout different cultural backgrounds.
I agree with you. The discussion presented on chapter 11 by Lee & Van Patten provides an interesting discussion regarding schemata. In addition, it provides an interesting set of tools regarding the 3 stages of reading.
Moreover, I would suggest that you refer to chapter 2 of the book. Chapter 2 focuses on providing helpful concepts regarding input for L2 learners.
Personally, your presentation was perfect. Your activities were sequenced correctly. Lastly, for culture, I think that culture should be our starting point when designing our lessons. Subsequently, I would suggest that you stick to 3 activities after your presentation because by constantly thinking about different activities we tend to get confused.
My partner, Selena and I were assigned to teach a lesson on vocabulary. We decided to do a lesson on clothing. To make the lesson relative to the previous knowledge of the students, we decided to divide the clothing according to the seasons of the year. To present the vocabulary, we first made a layout of the four seasons of the year and incorporated visuals of the clothing that are worn during that particular season along with the vocabulary words in Spanish. We decided not to include the English equivalent of the Spanish vocabulary words because we wanted the students to mindfully examine the images that corresponded with each vocabulary word. This would urge the students to make a connection between the visuals and the vocabulary words so that we can make the input more meaningful. Selena and I decided not to simply provide the vocabulary words with their English equivalents, because that would be a very traditional and “old school” approach that lacks meaningfulness. If we could have done anything differently, we would probably have had students do an end-of-class activity of 5-10 sentences in which the students express what they wear or like to wear during certain times of the year. This would urge students to be productive by using their creativity to apply the content to an activity that is a bit more personal. To incorporate more culture into it, I would have included more Spanish-speaking countries to the content. For example, mentioning the colder weather in Argentina, or the summer heat in Mexico, and reminding students of the climate variation that exists all across Latin America. (270 words)
Carolina Puerta y Evelyn Salazar - Grammar
Our microteaching was based on grammar, for this, we use definite and indefinite articles. I think the most important thing we could understand through this micro-idea is that we must have all three PPPs to be an effective lesson. To teach grammar is not only to learn to use the rules of an article in this case, but also to convey the language-world relationship, to move from the structures to the identification of the communicative values that speakers give them in different contexts. In chapter 6 of James F. Lee's book and Bill Vanpatten we learned about the issues in Learning and Teaching Grammar and this chapter talks about what drills are effective tools to learn grammar, and one of them is the "meaningful drill" "and says that" the learner must attend to the meaning of both the stimulus and her own answer in order to complete the meaningful drill successfully "(p120). We learned through this drill in our lesson that it is important for students to understand the grammar and its content through the photos, example and the most important thing is to practice with the activities. One of the things we learned in this micro-teaching is that we should not use the traditional way to teach the grammatical rules, but with examples, we can do it so that it can be a contextualized form. In the same chapter 6, Lee and Vanpatten say that "research on nontraditional approaches to grammar strongest suggest that explicit information (explanation of forms and rules) is not necessary" (p125). I agree with the author, it does not mean that the rules should not be explained, but that we should look for a more contextualized way to do it, so the students will not be overwhelmed with so much explanation by means of words.
Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching happen. Boston: McGraw-Hill.