EDUC 2325 Creation App Mini-Lesson Reflection
First and foremost, having the opportunity to team-teach allowed for collaboration by integrating two perspectives to execute a successful lesson. My partner and I merged our ideas together to ensure we could deliver an engaging and authentic lesson using technology.
The delivery and execution of the lesson was straightforward with an engaging element to it. Due to the short length of the lesson, it ultimately functions as an introduction to a grade 5 Health unit on the risks of dangerous substances. Therefore, students' generic prior knowledge was stimulated which allows for a smooth transition into the content heavy component of the unit.
The facilitation of the lesson was adequate. My critical friend and I acted as a guide to help students retrieve information from their long-term memory revolving around the topic of instruction to engage them in the learning experience. Students' seemed to enjoy sharing their current knowledge of risks associated with dangerous edible substances, thus leading to an effective introduction/hook to a unit. The infographic has a clear organizational structure with a visual aspect to it, providing students with foundational knowledge to apply in future lessons for this unit. Additionally, the infographic was visually appealing, which automatically enhanced student engagement and involvement in the lesson.
A deficient factor prevalent during the lesson was how the complex lesson plan did not reflect the execution of the lesson. This is due to how the lesson in and of itself merely acts as an introduction rather than an intricate lesson encompassing extensive and deep thinking exhibited by students. Therefore, the lesson was approximately ~8 minutes long, thus countering an ideal mini-lesson length of 10 to 15 minutes. However, the short length of the lesson equates to benefits regarding specific, reliable, and valid evidence of student understanding through conversations, which is one way to triangulate assessment data (Davies, 2011, p. 46). My critical friend and I were able to pinpoint student understanding as a result of the light-weight lesson.
Ultimately, the short lesson provided students with a mode of learning to magnify engagement through the projection of a visually appealing infographic. Student understanding was demonstrated by conversing aloud to share ideas with peers and their teachers (ease to assess), thus meaningfully contributing to the creation of the infographic.
Link to Lesson Plan
Link to Infographic Creation App (Venngage)
First and foremost, having the opportunity to team-teach allowed for collaboration by integrating two perspectives to execute a successful lesson. My partner and I merged our ideas together to ensure we could deliver an engaging and authentic lesson using technology.
The delivery and execution of the lesson was straightforward with an engaging element to it. Due to the short length of the lesson, it ultimately functions as an introduction to a grade 5 Health unit on the risks of dangerous substances. Therefore, students' generic prior knowledge was stimulated which allows for a smooth transition into the content heavy component of the unit.
The facilitation of the lesson was adequate. My critical friend and I acted as a guide to help students retrieve information from their long-term memory revolving around the topic of instruction to engage them in the learning experience. Students' seemed to enjoy sharing their current knowledge of risks associated with dangerous edible substances, thus leading to an effective introduction/hook to a unit. The infographic has a clear organizational structure with a visual aspect to it, providing students with foundational knowledge to apply in future lessons for this unit. Additionally, the infographic was visually appealing, which automatically enhanced student engagement and involvement in the lesson.
A deficient factor prevalent during the lesson was how the complex lesson plan did not reflect the execution of the lesson. This is due to how the lesson in and of itself merely acts as an introduction rather than an intricate lesson encompassing extensive and deep thinking exhibited by students. Therefore, the lesson was approximately ~8 minutes long, thus countering an ideal mini-lesson length of 10 to 15 minutes. However, the short length of the lesson equates to benefits regarding specific, reliable, and valid evidence of student understanding through conversations, which is one way to triangulate assessment data (Davies, 2011, p. 46). My critical friend and I were able to pinpoint student understanding as a result of the light-weight lesson.
Ultimately, the short lesson provided students with a mode of learning to magnify engagement through the projection of a visually appealing infographic. Student understanding was demonstrated by conversing aloud to share ideas with peers and their teachers (ease to assess), thus meaningfully contributing to the creation of the infographic.
Link to Lesson Plan
Link to Infographic Creation App (Venngage)
References
Davies, A. (2011). Making classroom assessment work (3rded.). Winnipeg, Canada: Hignell Book Printing.
Being your partner for this lesson was not only really fun but also very enlightening. I had never had a team teaching experience that was constructed around a specific application or technology of some sort so it was really neat to see the way it all worked out! I love the bit about "triangulation" in your reflection. I feel it's one of those things we overlook because it can be overwhelming but in my personal opinion and practice it can be crucial when assessing for learning, as you stated! All in all, your reflection was really well written and I am happy to see that we had similar point of views!
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