Skip to main content

Group Micro Teaching Feedback

Reflection on Feedback for my group micro-teaching on Grade 10 Foundations and Pre-calc: The difference of Squares













Reflection


Overall, I was quite pleased with how our lesson went. I felt like Leah and I came up with a creative and memorable way of introducing the concept of the difference of squares, and I think our presentation of it went quite well. Our biggest problem was time - we had much more material planned than we ended up having time to cover, and because of that, towards the end of the lesson we got a little bit rushed.

Reading through the feedback from my peers, there were a couple pieces that stood out to me. Arthur pointed out that it's a little bit confusing that our worksheet asked for the area as well as the side lengths, when it was the side lengths alone that led to the proof. This was really great feedback for me. While designing the worksheet I thought that computing the area would be helpful in getting students thinking about computing area using the variables a and b (which is how they would construct the final proof), but it seemed it may have been more confusing than helpful.

Peter and Devon suggested that we could have given time to work examples individually, which was good feedback! This is something we intended to do, but ran out of time. This tells me again that I really need to work to get a better sense of how long things take, and make sure I leave room in my lesson plans for adequate time for practice.

I really appreciated the feedback from my peers, and the chance to teach a mini-lesson. I also loved getting to see everyone else's lessons - there were some wonderful and creative ways of teaching concepts that I wouldn't have thought of, and I was grateful to have the chance to learn from my peers!











Comments

Post a Comment

Popular posts from this blog

Unit Plan: Inductive and Deducting Reasoning

Unit Plan Erika Thompson Hugh Boyd Secondary, Foundations of Math 11 Inductive and Deductive Reasoning Textbook: Foundations of Math 11 Pre-planning questions: (1) Why do we teach this unit to secondary school students? This unit seems very important to teach to secondary students, and I was pleasantly surprised to find out that it is included in the Foundations of Math 11 course (as I never had a unit like this going through high school in Alberta). This unit focuses on some of the most widely applicable skills that we learn through mathematics: logic and reasoning. Teaching students the skills to look at information or data, make conjectures, and then investigate those conjectures to prove or disprove their validity is an important skill not just in math, but in many aspects of life. The skills learned in this unit are the same kinds of skills that help people make sense of politics, economics and world events, as well as the skills that help people make important ...
2 comments
Read more

Mirco Teaching Lesson Plan

Here is the lesson plan for my micro-teaching on making an origami tulip! Subject: Origami Tulip Class: EDCP 342A Date: October 18, 2017 Duration: 10 min Class Profile Table of 6 students Objectives The objective of this lesson is to teach students how to create their own origami tulip from a square piece of paper. If there is extra time, students will also have the opportunity to make a stem for their tulip. Materials & Equipment Needed Origami paper - 2 pieces for every student (one for the tulip, and one for either a stem or an extra piece if they want to start again. Lesson Stages Learning Activities Time 1 Hook & Introduction The teacher will present show the students an example of the flower the students will be folding, and go over a bit of information about the history of origami: Origami is the Japanese art of paper folding, coming from the Japanese word “Ori” (folding) and “Kami” (paper). There are lots of differ...
Post a Comment
Read more

Math Art Reflection

I really enjoyed the math art project, especially because I enjoy doing arts and crafts in my spare time. It was interesting exploring the patterns that emerged from assigning colours to the prime factors, and how different patterns emerged when different tilings of the plane were used. It was also interesting researching different prime number sieves - I have some background in that from Number Theory classes I have taken, but I enjoyed looking into them in more depth, and learning about their history. I don't know that I would use this particular project in a math class I was teaching, or that I would assign a "Math Art Project" to my students, unless I found some kind of math art project that was more explicitly connected to whatever I was teaching. But I would definitely have examples of math art around my classroom to pique students interest, and I would love to integrate smaller scale math art projects into individual lessons if they were relevant.
Post a Comment
Read more