Final colloquium presentation 379 b


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Final colloquium presentation 379 b

  1. 1. Final Colloquium Presentation ASHLY FYSH EDS 379 B MARCH 2013
  2. 2. My Teaching Placement Kearny School of International Business Advanced English 4– Grade 10 19 students, 1 “Intermediate” English Learner
  3. 3. My Thoughts on PACT… I encountered a few difficulties in putting together my lessons for the PACT teaching events. I had the most difficulty connecting my lessons and ensuring that they would lead to the fulfillment of my overarching learning objective. Overall, I think that I was highly conscientious of incorporating varied activities into my lesson plans that would help make the content accessible and comprehensible to my students. I also think that I had integrated a strong balance of various formal and informal assessments to monitor the progression of student learning.
  4. 4. Making Subject Matter Comprehensible to StudentsTPE 1B: Subject-Specific Pedagogical Skills for Single SubjectTeaching AssignmentsUnderstand how to make language (e.g., vocabulary, forms, uses)comprehensible to students and the need for students to masterfoundational skills.During a class discussion,the students were asked to use sente-nce frames to compare and contrastcharacters from Fahrenheit 451.The activity provided a context for students topractice using academic language.
  5. 5. Assessing Student LearningTPE 2: Monitoring Student Learning During Instructionanticipate, check for, and address common student misconceptions andmisunderstandings.After students read about the terms “Afrocentric” and “Assimilation” the studentswere asked to explain how an assimilationist and a person who supportsAfrocentric ideals may view various topics such as fashion, entertainment(pictured below), history, sports, food, religion, education etc.One group misunderstood thatAfrocentric ideals supported segregation,and held African history as “superior” toothers. After the presentation, I led a classdiscussion which emphasized that Afrocentricideals were not necessarily supportive ofsegregation or race-superiority.
  6. 6. Assessing Student Learning TPE 3: Interpretation and Use of Assessmentsteach students how to use self-assessment strategies and provide guidance and time forstudents to practice these strategies.The students were given a rubricto use as a checklist while theywrote their final paper.Additionally, one class period wasturned into a peer-editingworkshop before the students turned intheir final essays. The students gradedtheir partner’s essay accordingto the same rubric I had given them.The rubric and the workshop gave thestudents the opportunity to apply theirknowledge of good writing and editingskills.
  7. 7. Planning Instruction and Designing Learning ExperiencesTPE 8: Learning about StudentsThrough interpersonal interactions, they learn about students’abilities, ideas, interests and aspirations.On the first day of class, I introduced myselfto the students with a “Pecha-Kucha” slideshow. I asked the students to do somethingsimilar through an activity I called “IntroduceYourself”. I asked the students to drawsymbols and images that represent importantaspects of their life. The students wereasked to describe the significance of eachimage in a brief paragraph.The activity definitely helped me learn aboutmy students’ diverse backgrounds, interests,and unique abilities.
  8. 8. Planning Instruction and Designing Learning ExperiencesTPE 9: Instructional PlanningPlan how to explain content clearly and make abstract concepts concrete andmeaningful.While reading Fahrenheit 451, the classdefined and explored the concept ofa “dystopia”. In order to make the conceptconcrete and meaningful, the studentswere asked to create an original dystopia.Their description would include details about its rules, consequences, generalatmosphere, and people living there.The students also wrote a reflection abouthow their dystopia compares to our society.
  9. 9. Next Steps… As an educator, I realize the need to encourage parents to become involved and support their efforts to improve student learning in my classroom. (TPE 8) I also plan to connect the academic curriculum with students’ linguistic and cultural backgrounds, experiences, interests, and developmental learning needs more often to ensure that my instruction is comprehensible and meaningful to them. (TPE 9) Finally, I will work on accommodating varied student needs through differentiated instruction. (TPE 9)