AEE412 Lab 1: Reflective Teaching Lesson

This week we participated in our first teaching lab, but we did things a little differently.  We were paired together, and one teammate was responsible for teaching the lesson and the other was responsible for coaching.  This was interesting and challenging because I so badly wanted to teach and try a lesson, but I know sometimes it's good to sit back and take a different role.  

Our Task: 

• Teach a lesson/Collaborate with your coaching partner

Our Lesson:  (Evelyn's Lesson!)

• Teach students a new language (hieroglyphics), and try to have as many students as possible to use the new hieroglyphic language to translate a paragraph.  

The paragraph that the students had to translate was all about what it takes to learn how to read, or understand a language.  So yes, the lesson itself made no sense, but with context, it does.  "Contextual learning helps student's process new information that is given to them in a way that makes sense to them in their own world of memory, experience and response (Parnell, 1995).  This 'frame of reference' and setting the context was necessary in these lessons.   Before teaching we learned all about the content of our lesson, but forgot about the context part until we got to class.  We talked it over and then she added it in.  The context is extremely important.  

Again, this was our first lab and with that come fears, "what about this", "should I try this", "what if I fail?".  But isn't that what it is about?  Try something, then unpack it and see what went well, see what can be improved upon?  Feedback is sometimes an uncomfortable thing, but there is no growth in a comfort zone and no comfort in a growth zone, and I know this class will always be a growth zone, even when I am not the one teaching.  

After working through the first lab and working through the first week of classes there are some things I am looking forward to diving into...allow me to explain.

1. Differentiated/Individual Instruction- We all come to the table with different experiences and abilities, how do we share in that and all grow?  More than that, how do I do this for my students- teach to the mass, yet teach to the individuals? 

2. How do I manage my time yet still meet the need of my desire for more?  I leave wanting more, more time, more information, and a desire to ask more questions, or discuss more.  Yet I have an entire 'To-Do' List to tackle.  How do I balance this? 

3. Feedback.  We were asked to capture down feedback and a peer in lab asked me after for some feedback.  But what constitutes as good feedback for teaching?  I am looking forward to learning are the things that I question or that bother me, do they matter?  Or are they the small things?  And then how do I take and implement the feedback I will receive. 

Overall it has been a great first week thus far, and I look forward to what is next as I prepare for those students next semester and beyond. 

Yours on the road to becoming Ms.Hack.