This video was produced as a tool for self-evaluating my teaching. It includes key portions of the lesson that I presented in Math 337 to a group of my peers. The entire lesson is available in the post named “Lesson plans I Approve Of” and can be viewed at your convenience. It is a teacher-directed approach to the transformations chapter in the Relations and Functions unit of Math 30-1. In summary, the lesson began with an introduction and continued with a lecture, class discussion, coached work, a conclusion, and independent work. The lesson that was presented in class was meant to be a supplement for students who had finished their independent work. Far to often teachers give advanced students more work to complete. This project is designed so that students do not feel as though they are being punished for their efforts in my classroom, rather they are rewarded with a meaningful experience.
Upon viewing the video I quickly noted a desperate need to ditch the white belt. The teaching implications of the video are two-fold.
First, there should be a focus on increasing student participation in my lessons in the future. No one likes getting lectured to, even University students. Definitely not high school students. I feel that this activity is fine for a class that is teacher directed, such as this lesson, but I would like to create classes in which the students discover the material in a more meaningful way. The alternative lesson plan that we created incorporates this concern into the design with a constructivist approach to the chapter. It is available here:
Second, I feel that the time I allow between student responses and my clarifications should be longer. Students may perceive my knee jerk reactions as inconsiderate or rude and may begin to take advantage of it if I begin to give away answers. If I can begin to slow down my responses it will give other students in the classroom a chance to evaluate the answer given before being spoon-fed the logic behind the answer.
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