Hi everyone and welcome back!
This week in class, we had the opportunity to practice
writing a script for a lesson plan we
recently created. The purpose of this
task was to try and anticipate student responses and also create a scenario
where we as the educator, would have to further assist students who may be
struggling. Personally, I found this activity slightly difficult however very
meaningful. While creating the script with my partner, one of our biggest
challenges was trying to predict how students would react to the lesson
content. As future educators, we will run into this problem in our own
classrooms because we will never truly be able to predict how students will
react in class. Will the students understand the material right away? Will only
half the class get it? Will no one understand it? Students could be having an
“off day,” they could be tired or they could be stressed and thus become
disengaged and frustrated during the lesson. With this being said, it is
extremely important as an educator to do your best to anticipate student’s
responses. In doing so, you become prepared for when situations might get out
of hand such as students arguing, not paying attention, or completely
disrupting the class. This also goes hand in hand with the importance of
teacher’s being adaptable and flexible during their teaching. Personally, I
believe these qualities are crucial for any educator to be successful.
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| http://slideplayer.com/slide/8943881/ |
Teacher: Today we will be talking about linear and
non-linear relations. To begin, please take out the sheet titled “stack them.”
I will be passing around drinking cups to help visualize the relationship
between linear and non-linear relations. Can I have a volunteer draw the fourth
frame on the smartboard?
Emily: (draws correct frame on the board)
Teacher: So why did Emily draw the frame with ten cups?
Kyle: She just added another row to the bottom.
Teacher: Well, that is correct, however, do you notice
anything about the pattern of first differences?
Kyle: I guess the total number of cups is going up by
the same as the cups on the bottom row.
Teacher: So what exactly is happening to the first
differences?
Bobby: So the first differences are going up by one
every time then.
Teacher: Thank you Bobby. Considering what we now know
about the first differences, how many cups will be in the next frame?
Alice: Fifteen!
Teacher: Thank you Alice. We are now going to fill out the remainder of the
chart. Can someone tell me how many cups will be added in the sixth and seventh
frame?
Sarah: twenty-one and twenty-eight.
Ryan: No it’s twenty-one and twenty-seven.
Sarah (Shouting): Mrs.! He’s wrong. He’s so wrong.
Shouldn't it be twenty-one and twenty-eight?
Ryan (shouting back at Sarah): no are you crazy, its
twenty-one and twenty-seven.
Teacher: Ok, let’s not yell at each other. Ryan, why
do you think the answer should be twenty-seven instead of twenty-eight.
Ryan: Because you added six to fifteen to get
twenty-one so I added another six again.
Teacher: Ok, Sarah, why do you think the answer is
twenty-eight?
Sarah: Well, the pattern of the first differences is
increasing by one more cup each time that was added to the previous frame. So I
added seven to twenty-one to give us twenty-eight.
Teacher: Sarah, that is correct. Does anyone have any questions about how we
reached those answers? Now we are going to graph the data. Can anyone tell me
what the x-axis should be?
Carol: Number of cups added.
Teacher: Close, but let’s think about this. What
characteristics usually belong along the x-axis?
Rob: Something that changes over time?
Teacher: Yes. So Carol, is your answer going to
change?
Carol: Yes. So it should be the frame number along the
x-axis. And that means the y-axis is the number of cups added or total.
Teacher: Can I have a volunteer come to the smartboard and plot the graph?
Ben: plots the graph (starting point is in the
incorrect position- everything is shifted up)
Teacher: Close! Does anyone notice anything wrong with
the points that have been plotted on the board?
Kyle: I think it started too high?
Teacher: Would you like to come fix it?
Kyle: Sure, so am I just moving the points down one
value each?
Teacher: Would anyone else like to answer Kyle’s
question? Do you think he is right or wrong?
Sarah: Yes, Kyle you just need to move it down one
value each frame.
Teacher: Thank you Sarah
Thanks for reading! Until next time,
Rachelle
Hi Rachelle!
ReplyDeleteMy partner and I, like you and your partner, found the script activity difficult to do. Your script did address common responses, mistakes and misunderstandings students may have in relation to your worksheet. Although the activity's goal was to make us try and anticipate student responses to our respective lessons, it can be difficult to determine all situations that will arise. We can obviously try to come up with some ideas, but there will always be something that we cannot anticipate. So it is important as educators to be flexible and adaptable while teaching. We have to be able to think quickly to deal with any situation that may arise. Great post!
Melissa Broderick
Hi Rachelle,
ReplyDeleteLike you, I also found the script activity difficult and at times I found myself wondering why we were even doing that activity. But in the end I realized that it was a great way to think and predict how students would react to my lesson. As you said, you never really know how students are going to react to the lesson you have planned or even they will even be able to grasp the material. By completing this activity we were able to critically think about the possible questions that students might ask us. Although, we can never really fully prepare for what students have in store for us. We just need to prepare as much as we can and go with the flow.
Great post!
Jordan Black