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Date
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Description
of activity/participation: observation,
tutoring, planning, meetings etc.
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Tues
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1
Coursework. Catching up from last week. I was sick on Monday and missed
classes.
3
Teaching lead: I taught the students about The Golden Mean for 45
minutes (during my University Supervisor’s observation). After considering
what beauty and truth mean, students watched a presentation—including a
video—about the mathematical measurements of the ideal beauty studied
throughout history in many disciplines. This ties in to the discussion of
theme and provides the anticipatory set for the Beauty is Truth short story. The students located the Golden Mean
in artwork using grids. Students wrote about one phrase from the Anticipation
Guide and gave evidence to support their position for or against the
statement with examples from the two previous assignments.
5 Teaching
lead: It takes longer to get through the material in fifth period than in third
period English 9 class. Sometimes fifth is behind or doesn’t have time to run
through all of the elements of a lesson—only the basics. They did watch the
presentation and locate the Golden Mean in artwork using grids with me in the
lead for 45 minutes.
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Wed
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2
Support: Due to the testing schedule, all periods are only an hour, from
11:05 to Noon. ALD students worked on sentence frames in groups of three,
where they practicing academic language, listening, writing, and presenting
to the class.
4 Planning:
My co-teacher and I met to discuss some quantifiable expectations regarding
co-teaching, following my post observation meeting with my University
Supervisor.
6
Coursework: Catching up from last week. I was sick on Monday and missed
classes.
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Thurs
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1
Coursework/Observation: I observed my co-teacher teach the topic of theme so
that I can teach it in periods 3 and 5. During down time I did coursework.
3
Teaching lead: Taught students about theme. Linked theme from popular novels,
used think pair share for students to come up with themes of their own,
filled in short story graphic organizer, and wrote down theme examples the
students generated on concepts of hate, love, and friendship. Walked through
theme-related homework due on Monday.
5
Teaching lead: Taught students about theme. Linked theme from popular novels,
used think pair share for students to come up with themes of their own,
filled in short story graphic organizer, and wrote down theme examples the
students generated on concepts of hate, love, and friendship. Walked through
theme-related homework due on Monday. Walked through theme-related homework due
on Monday.
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Fri
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2
ALD: Daily Do Now and continued work on video game topic using Issues book and debate tracker, using
individual writing, partnering, listening, speaking and peer evaluation
skills.
4
Planned for short story wrap up, review for short story quiz, unit planning
for Of Mice and Men.
6
Coursework.
|
I
taught the students about The Golden Mean for 45 minutes (during my
University Supervisor’s observation). After considering what beauty and truth
mean, students watched a presentation—including a video—about the mathematical
measurements of the ideal beauty studied throughout history in many
disciplines. This ties in to the discussion of theme and provides the
anticipatory set for the Beauty is Truth
short story. The students located the Golden Mean in artwork using grids.
Students wrote about one phrase from the Anticipation Guide and gave evidence
to support their position for or against the statement with examples from the
two previous assignments. It was fun to plan and take the lead on teaching a
successful, interactive, engaging lesson. And, I was happy to lead two direct
instruction sessions this week.
I also appreciated working towards a
more successful and focused co-teaching experience with my University Supervisor
and Cooperating Teacher.
Biggest challenge this
week and where to improve next week and beyond
During the Golden Mean
presentation, there were several things I could have done better. During the whole
class period, I could have used a signal
to get students’ attention when necessary. I spoke with my co-teacher and we
came up with the count down from 5 during transitions. Regarding positioning myself at an “attention
spot,” I will stand at the front, near the projector, to signal I need their
attention, I will also use the signal of the Mavericks (silently, with my hand
in the air) to focus the students. Additionally, my co-teacher brought a bell
to ring to pull attention back to direct instruction, as needed, when
particularly noisy or engaged in student activity, independent, partner, and
group work.
Before the video, I should have clarified about the math expectations. The
math was just the background context from which to understand the activity.
Independent note-taking was a bit advanced for the students. I should have been
more explicit with the exact measurable goals with the class. And, the video
required a lot of high level listening skills. I should have handed out the
important text from the presentation for students to use during the activity
(that were relevant to the activity).
During the video, I should have paused to check for understanding. During the
presentation, I incorrectly said Pi instead of Phi. For the hands-on activity
with art and grid transparencies, I should have found a way to model for
students prior to them doing the activity themselves. Also, I could have used
cooperative learning by having students pair and support each other. Once one
student found the golden mean in their art, I should have instructed them to
help someone around them. My co-teacher and I differentiated instruction and
supported students who needed assistance; however, there wasn’t enough of “us”
to go around.
During the whole lesson, I should
have given explicit timeframes and provided time checks and reminders for
students.
Regarding co-teaching, I will continue
to work with my cooperating teacher on my lead with planning, creating
materials, and teaching that align with the expectations of the CSUSM
co-teaching model so there is a balance with my coursework, co-teaching, and
life. My cooperating teacher and I are on the same page about expectations and
scaling back my lesson plan and material creation, while continuing our
collaborative overall planning, and my teaching lead staying to 15-30 minutes,
as often as possible for the next four weeks.
Additional
Materials
TPE Blog All of my TPE materials are
posted on my blog. Please click the links on the left-hand side of the blog to
follow links where all of the evidence in my portfolio is grouped by TPE number
and by class at http://singlesubjectprogram.blogspot.com/
Teacher Website
Regarding
the teacher website, my co-teacher already has an amazing website replete with
amazing support materials, resources, examples, all homework assignments, and a
recap of the daily lessons (http://teachers.sduhsd.k12.ca.us/ewanczuk/Ms._Wanczuks_Site/English_9CP/English_9CP.html and http://teachers.sduhsd.k12.ca.us/ewanczuk/Ms._Wanczuks_Site/Class_Activity_Resources.html ).
We discussed how I can help add to
the online experience. Another website is not beneficial to the students; it
would create some confusion since I’m already referenced on my co-teacher’s
site. Instead, I created an Edmoto site at: http://edmodo.com/freshmanenglish. This site acts a lot like
Facebook. We’re considering having students interact on my Edmoto site, created
for our freshman English 9 class, when we do Of Mice and Men. I also posted the materials I created for class:
one as an assignment, two lesson plans as library references for teachers. I’ll
continue to update my Edmoto site, and think of ways to have the students
interact with each other on the space.
Check
the co-teaching models you have used this week. Indicate who (Cooperating
Teacher or Teacher Candidate) took the lead in planning and teaching.
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Co-teaching
Model
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Planning
lead Cooperating Teacher
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Planning
lead Teacher Candidate
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Teaching
lead Cooperating Teacher
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Teaching
lead Teacher Candidate
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Supportive
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X
(ALD)
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X
(ALD)
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Complementary
|
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Parallel
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Team
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X
(45 minutes in lead role)
X
(20 minutes in lead role)
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X
(45 minutes in lead role)
X
(20 minutes in lead role)
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