Reflection
After
discussing with the classroom teacher how I could best integrate into the
literacy class a lesson in social studies, it was decided that I was to teach
the students on how education is diverse internationally. I was told to find articles that were on the
topic of education for different countries.
The students were to read these articles and to then compare and
contrast their findings from the readings.
To begin organizing how I would go about presenting this lesson to the
students, I decided I would create a powerpoint. In my powerpoint presentation, I gave
information on one country, Somalia and another country, Canada. I depicted to students how diverse education
can be. Somalia is an impoverished
country with little education and Canada is a greatly-literate and educated
country. I additionally allowed for
students to reflect on the education that they are receiving from their school. I
had found many articles, a total of six, for students to read on the topic of
education in India, China, and Chad.
Being that Chad is an impoverished country with a struggling education
system, students could easily seek out differences between the countries of
Chad, India, and China. As I observed
the students reading about the three countries, I found that I wanted to engage
the students even more in the lesson.
Being that I have done much reading on the integration of hands-on
activities into social studies lessons from Social Studies: Alive, I felt like I had an idea that
could better motivate students to really ingest the information I was hoping to
bestow upon them.
While students were reading, I passed out on a small piece of paper with a number on it, 1-6, to each student. One student for every group in the numbers 1-6 had a smiley face next to their number. I showed students where in the room their numbered group would meet before dismissing them to their groups. I additionally instructed students that in their groups, they were to create a news show. The person in the group who had a smiley next to their number is the assigned reporter. Students were instructed to report on the education of one the countries that they had just read about. I wrote down on the board that for example, students in groups 1 and 3 were to talk on the topic of India. Students had 10-15 minutes in their groups to prepare the reporter with the information that they were to present. Students could choose any additional groups members to help in the reporting on their assigned country. I allowed for the reporter to choose an assistant, if they wanted to, to make students feel more comfortable in presenting their information in front of the class. Some reporters asked a friend in the group to present the reporting with them while other students partook in the reporting themselves. If I were a classroom teacher I would ensure that the chosen person in the group, who presents the information to the class, changes from project to project. The speaker of groups should change form project to project. As students worked in groups, I walked around the room encouraging creativity and motivation for carrying out the exercise. I would, for example, ask students what the name of their news station is, or what country they are to report on. Students appeared engaged, and I was excited for the students to present.
I asked students to take their seats. I asked for group one to come up to the front of the room and prepare to present. When group one came to the front of the room, I asked if they wanted me to introduce their news station. Most groups answered "yes" to this question. I would introduce the new station names in funny voices, and I made up a little jingle to say after. Following each presentation, I would have students partake in a collaborative motion, such as silent clapping or snaps. After the presentations, which I think the students enjoyed, I found myself with some time left. Before the lesson began, I decided to skip over my initial "focus" video, and move right into the teacher input. For the closure of the lesson, I went back to this video. I had students watch the video two times because it is only captions and pictures. At the end of the video, there is a quote. I had students, in pairs, discuss what they thought the quote meant, then I had students write down in their journals what they thought the quote meant to them, then we had a total class discussion on the quote. Students had good insight to bring forth while reflecting on the quote. I could not have asked for better student engagement in my lesson. The students helped me bring out the main points of the lesson. I feel like the closure to my lesson was a well rounded and conclusive one.
As I continue to reflect on this lesson, I think that overall, this was a successful lesson. I feel as though the students gained much knowledge from the lesson and grew as young learners. I additionally feel as though the changes to my lesson plan that I made on the spot, bettered my lesson. For example I decided to not show the "focus" video until the end of the lesson, and I asked the students participate in news reporting to better grasp the concepts from the readings. Both of these changes to my lessons happened during my lesson. After showing the video at the end of the lesson, I would have changed up the order of student participation. I would have had students reflect first on the quote themselves in their journals, then share with a peer, then with the whole class as a group. My original plan when I walked in to teach this lesson was to have the students watch a video I found on family income weekly around the world, show students a comparison of education between Somalia and Canada, and have the students read articles on, then create, a Venn Diagram for the countries of Chad, India, and China. The lesson plan I came into the classroom with was the foundation of the lesson, however I feel as though I expanded the lesson into a more interactive and engaging activity.
While students were reading, I passed out on a small piece of paper with a number on it, 1-6, to each student. One student for every group in the numbers 1-6 had a smiley face next to their number. I showed students where in the room their numbered group would meet before dismissing them to their groups. I additionally instructed students that in their groups, they were to create a news show. The person in the group who had a smiley next to their number is the assigned reporter. Students were instructed to report on the education of one the countries that they had just read about. I wrote down on the board that for example, students in groups 1 and 3 were to talk on the topic of India. Students had 10-15 minutes in their groups to prepare the reporter with the information that they were to present. Students could choose any additional groups members to help in the reporting on their assigned country. I allowed for the reporter to choose an assistant, if they wanted to, to make students feel more comfortable in presenting their information in front of the class. Some reporters asked a friend in the group to present the reporting with them while other students partook in the reporting themselves. If I were a classroom teacher I would ensure that the chosen person in the group, who presents the information to the class, changes from project to project. The speaker of groups should change form project to project. As students worked in groups, I walked around the room encouraging creativity and motivation for carrying out the exercise. I would, for example, ask students what the name of their news station is, or what country they are to report on. Students appeared engaged, and I was excited for the students to present.
I asked students to take their seats. I asked for group one to come up to the front of the room and prepare to present. When group one came to the front of the room, I asked if they wanted me to introduce their news station. Most groups answered "yes" to this question. I would introduce the new station names in funny voices, and I made up a little jingle to say after. Following each presentation, I would have students partake in a collaborative motion, such as silent clapping or snaps. After the presentations, which I think the students enjoyed, I found myself with some time left. Before the lesson began, I decided to skip over my initial "focus" video, and move right into the teacher input. For the closure of the lesson, I went back to this video. I had students watch the video two times because it is only captions and pictures. At the end of the video, there is a quote. I had students, in pairs, discuss what they thought the quote meant, then I had students write down in their journals what they thought the quote meant to them, then we had a total class discussion on the quote. Students had good insight to bring forth while reflecting on the quote. I could not have asked for better student engagement in my lesson. The students helped me bring out the main points of the lesson. I feel like the closure to my lesson was a well rounded and conclusive one.
As I continue to reflect on this lesson, I think that overall, this was a successful lesson. I feel as though the students gained much knowledge from the lesson and grew as young learners. I additionally feel as though the changes to my lesson plan that I made on the spot, bettered my lesson. For example I decided to not show the "focus" video until the end of the lesson, and I asked the students participate in news reporting to better grasp the concepts from the readings. Both of these changes to my lessons happened during my lesson. After showing the video at the end of the lesson, I would have changed up the order of student participation. I would have had students reflect first on the quote themselves in their journals, then share with a peer, then with the whole class as a group. My original plan when I walked in to teach this lesson was to have the students watch a video I found on family income weekly around the world, show students a comparison of education between Somalia and Canada, and have the students read articles on, then create, a Venn Diagram for the countries of Chad, India, and China. The lesson plan I came into the classroom with was the foundation of the lesson, however I feel as though I expanded the lesson into a more interactive and engaging activity.