Starting a new unit is exciting for both the teacher and the students. But the only way to push that excitement is to start with activities that make students think about the coming content. A tactic that I like to start a unit with is the KWL chart (what I Know, what I Want to know, and what I Learned). In a prior lesson to the one focused on, as a class we reviewed our past KWL for the Population Dynamics unit. The students filled in the “what I learned’ column and then also responded to the questions and thoughts they had at the beginning of the first unit. We finished the lesson by introducing the KWL chart for Ecosystem Structure, which is our new unit. This was followed up with an introduction video and activity based on the video about the two main aspects of ecosystems, abiotic and biotic factors. I think that by doing activities like these, students are forced to think about future content. They also create a desire for what they are about to learn. These KWL and video based activities set the stage for the following lesson, which was the introduction to food webs and food chains which is the first lesson of the Ecosystem Structures unit.
Due to a national holiday, the week was cut short with a half day on Friday and a field trip and conference for some classes. However, I was fortunate enough to have double periods for both elective classes of the 11th grade. So the lesson given is designed as a 90 minute lesson in two parts with a 5 minute break in the middle). These double period classes are some times difficult to for the students to focus in because of how much time they spend on one subject. I have noticed that their attention span is short, and to keep them on task, the activity and topic has to change often. So I designed a lesson that does change the topic often but then refers back to the previous topic often as well. In this way the lesson is scaffolded to build on the previous points.
The objectives for the lesson were based in the International Bachelorette (IB) program. This again, is the standard curriculum for many International Schools worldwide. The objectives for the lesson were that students would review abiotic and biotic factors, explore the concepts of food webs and food chains and identify the purposes and differences of both. This is followed by the essential questions for the lesson which are: what are food webs and food chains? How are they different? What terms are involved with these aspects? How are they designed? The objectives and essential questions of a lesson touch on domains 1a and 1e, demonstrating knowledge and designing coherent instruction. This is because the essential questions and objectives of a lesson are the goals to be met from the lesson, and then the activities of the lesson are designed to bring the students to answers to the questions and objectives.
The activities were scaffolded to build on each other. When the students started with the review, they had to apply the knowledge gained during the introduction lesson about abiotic and biotic factors. This set the stage for going over specific terms. These terms were necessary to understand in order to explain the trophic levels of a food chain. Environmental Systems has a heavy emphasis on vocabulary so going over the terms and manipulating the terms in some way will help the students remember them and be able to apply them later. The way the food chain and food web was introduced was by displaying an image and having the students dissect the image for themselves. This touched on domain 3b: Questioning techniques and also 3c: Engaging students in their learning. By using pictures instead of lecture notes, students needed to build the understanding for themselves, then also it was more interesting to them to see the image than me showing them lecture notes that I had written myself. The image also aided visual learners who need something more tangible than words on a screen (Domain 1b: Knowledge of the Students).
After exploring the topic, the students had an opportunity to elaborate on the topic through in class activities. These activities were taken from the IB class textbook, to ensure that they were aligned with the curriculum as best as possible (Domain 1a: Knowledge of the Content). I had the students work on the lessons individually because I have noticed that since the class is a large class of 19 students, it is hard to make sure that all students are on task during assignments, unless it is a TPT (total participation technique) which forces the students to be active in their learning (Domain 1b: Knowledge of the Students).
Overall the lesson ran smoothly. Since the last videotaped lesson, my Cooperating Teacher and I identified the number one aspect that I need to work on is consistency. It is choosing correction over instruction (Domain 2d: Managing Student Behavior). So some tactics that I have already implemented were to change the dynamic of the classroom (as seen in the last video) in to the favored U shape. This fosters conversation because the students are forced to look at each other (Domain 2e: Organization of physical space). My CT and I have also gone over instructional videos (Domain 4e: Growth and development) which show effective class management. The common thread is the time taken for behavior correction. But it is not just the action; it is how the action is done. Correction involves reiterating expectations, explanations of why the behavior is inappropriate, and correction is not postponed. A tactic that I now use in my class is the abrupt stop. If I am speaking and some one start to talk over me, I stop my voice mid sentence or mid word. This creates an awkward moment that draws the students attention back to me, and they then realize they were off task. A nod is given, and then I continue (Domain 2e and domain 2a: Creating respect and rapport). I feel that Domain 2a applies here because the student must acknowledge that they were off task, and generally students apologize and we move on.
I have also introduced a new class policy that will hold the students accountable for their classroom behavior. It is based on the idea that they need to participate and share their thoughts because environmental systems also has a heavy emphasis on application and discussion of the topics. This system requires meticulous not taking because in order for the participation grade to be fair, students have to be aware of the policy in full detail, have access to their records and be told when they did not receive the full amount of points for the day. This also involves reflective time for the students to think about their behavior and the way they conduct themselves in class. The way I plan to keep that record is by carrying around my class list, where I can make comments, and mark down or mark off what I need in the moment instead of having to make mental notes and come back later. This all falls under Domains 2c: Managing Classroom Procedures, 3a: Communicating with Students and 4b: Maintaining Accurate Records.
After reflecting on the lesson, I feel that I am happy with my results. I feel that as long as I keep my students busy I am not going to run into as many issues. Teaching goals that I would like to establish now would be first, use more technology in my classroom. The way I plan on doing this is in the future, for their next big essay they have to write, I will have them first peer edit, based on a rubric provided, then return their papers for them to edit, and then post online via a blog. The assignment will be to read and comment on each other’s work. The second goal that I want to establish is to push for high level thinking. I want to be working with high level blooms type questions so I know I am preparing my students to face the coming IB exams (which are very rigorous exams). The way I plan on doing this is to focus more on graph and data analysis for warm up activities. I will use past IB exams for question samples that I can send for homework, and conduct more Socratic seminar lessons for students to have opportunities to apply their knowledge through discussion.
Reflecting on your work is a rewarding and powerful experience. I feel that lesson reflection should be second nature to teachers because if they would like to reuse their work, teachers have to think about what was good about a lesson, and what was not. Functioning lessons, help promote functioning classes; and classes function best when teachers are prepared and students are engaged.
Works cited
Charlotte Danielson (2014) Framework for Teaching: Evaluation Tool (2013 Ed.) Danielson Group
Due to a national holiday, the week was cut short with a half day on Friday and a field trip and conference for some classes. However, I was fortunate enough to have double periods for both elective classes of the 11th grade. So the lesson given is designed as a 90 minute lesson in two parts with a 5 minute break in the middle). These double period classes are some times difficult to for the students to focus in because of how much time they spend on one subject. I have noticed that their attention span is short, and to keep them on task, the activity and topic has to change often. So I designed a lesson that does change the topic often but then refers back to the previous topic often as well. In this way the lesson is scaffolded to build on the previous points.
The objectives for the lesson were based in the International Bachelorette (IB) program. This again, is the standard curriculum for many International Schools worldwide. The objectives for the lesson were that students would review abiotic and biotic factors, explore the concepts of food webs and food chains and identify the purposes and differences of both. This is followed by the essential questions for the lesson which are: what are food webs and food chains? How are they different? What terms are involved with these aspects? How are they designed? The objectives and essential questions of a lesson touch on domains 1a and 1e, demonstrating knowledge and designing coherent instruction. This is because the essential questions and objectives of a lesson are the goals to be met from the lesson, and then the activities of the lesson are designed to bring the students to answers to the questions and objectives.
The activities were scaffolded to build on each other. When the students started with the review, they had to apply the knowledge gained during the introduction lesson about abiotic and biotic factors. This set the stage for going over specific terms. These terms were necessary to understand in order to explain the trophic levels of a food chain. Environmental Systems has a heavy emphasis on vocabulary so going over the terms and manipulating the terms in some way will help the students remember them and be able to apply them later. The way the food chain and food web was introduced was by displaying an image and having the students dissect the image for themselves. This touched on domain 3b: Questioning techniques and also 3c: Engaging students in their learning. By using pictures instead of lecture notes, students needed to build the understanding for themselves, then also it was more interesting to them to see the image than me showing them lecture notes that I had written myself. The image also aided visual learners who need something more tangible than words on a screen (Domain 1b: Knowledge of the Students).
After exploring the topic, the students had an opportunity to elaborate on the topic through in class activities. These activities were taken from the IB class textbook, to ensure that they were aligned with the curriculum as best as possible (Domain 1a: Knowledge of the Content). I had the students work on the lessons individually because I have noticed that since the class is a large class of 19 students, it is hard to make sure that all students are on task during assignments, unless it is a TPT (total participation technique) which forces the students to be active in their learning (Domain 1b: Knowledge of the Students).
Overall the lesson ran smoothly. Since the last videotaped lesson, my Cooperating Teacher and I identified the number one aspect that I need to work on is consistency. It is choosing correction over instruction (Domain 2d: Managing Student Behavior). So some tactics that I have already implemented were to change the dynamic of the classroom (as seen in the last video) in to the favored U shape. This fosters conversation because the students are forced to look at each other (Domain 2e: Organization of physical space). My CT and I have also gone over instructional videos (Domain 4e: Growth and development) which show effective class management. The common thread is the time taken for behavior correction. But it is not just the action; it is how the action is done. Correction involves reiterating expectations, explanations of why the behavior is inappropriate, and correction is not postponed. A tactic that I now use in my class is the abrupt stop. If I am speaking and some one start to talk over me, I stop my voice mid sentence or mid word. This creates an awkward moment that draws the students attention back to me, and they then realize they were off task. A nod is given, and then I continue (Domain 2e and domain 2a: Creating respect and rapport). I feel that Domain 2a applies here because the student must acknowledge that they were off task, and generally students apologize and we move on.
I have also introduced a new class policy that will hold the students accountable for their classroom behavior. It is based on the idea that they need to participate and share their thoughts because environmental systems also has a heavy emphasis on application and discussion of the topics. This system requires meticulous not taking because in order for the participation grade to be fair, students have to be aware of the policy in full detail, have access to their records and be told when they did not receive the full amount of points for the day. This also involves reflective time for the students to think about their behavior and the way they conduct themselves in class. The way I plan to keep that record is by carrying around my class list, where I can make comments, and mark down or mark off what I need in the moment instead of having to make mental notes and come back later. This all falls under Domains 2c: Managing Classroom Procedures, 3a: Communicating with Students and 4b: Maintaining Accurate Records.
After reflecting on the lesson, I feel that I am happy with my results. I feel that as long as I keep my students busy I am not going to run into as many issues. Teaching goals that I would like to establish now would be first, use more technology in my classroom. The way I plan on doing this is in the future, for their next big essay they have to write, I will have them first peer edit, based on a rubric provided, then return their papers for them to edit, and then post online via a blog. The assignment will be to read and comment on each other’s work. The second goal that I want to establish is to push for high level thinking. I want to be working with high level blooms type questions so I know I am preparing my students to face the coming IB exams (which are very rigorous exams). The way I plan on doing this is to focus more on graph and data analysis for warm up activities. I will use past IB exams for question samples that I can send for homework, and conduct more Socratic seminar lessons for students to have opportunities to apply their knowledge through discussion.
Reflecting on your work is a rewarding and powerful experience. I feel that lesson reflection should be second nature to teachers because if they would like to reuse their work, teachers have to think about what was good about a lesson, and what was not. Functioning lessons, help promote functioning classes; and classes function best when teachers are prepared and students are engaged.
Works cited
Charlotte Danielson (2014) Framework for Teaching: Evaluation Tool (2013 Ed.) Danielson Group