Cooperative Learning
I had my first Science teaching experience last week and the use of cooperative learning was used to conduct the lesson that I had planned. The class was in groups of four or five students and each with designated numbers on their desks, the numbers where placed to make sure that the lesson ran smoothly and to designate jobs to certain students to minimize the “pick me, oh pick me” and proper use of instruction time. “Talk is the central tool of their trade” (Johnston, 2004) with the students being in groups this would generate them learning from each other to reach the goal of the lesson which is to answer the EQ (essential question) of the day that I had written on the board from them to answer at the end of the lesson. Talking for the purpose of educational value is important for students to learn and the same is for talking about non educational topics at school but when it is all done in moderation without disrupting the learning environment. I circulated around the groups and provided positive feedback on their accomplishments or asked questions “What do you think the liquid is based on the color you observed?” or “Did your inference now change based on the smell/odor?” Then when doing the read aloud I was able to use assertive discipline , because when I would ask questions and a student was speaking someone was talking and therefore I would stop the student that was speaking to address and announce that I couldn’t hear her because of students not being respectful to their fellow classmates when they are speaking. The non-verbal cues for the one student that outbursts when a student is already speaking is a warning for that student to stop what they are doing immediately and pay attention to their classmate speaking. The unplanned attention getters to quickly regain the classrooms attention so I can speak and continue to teach the lesson and give further instructions or provide feedback on what they are currently doing. The co-teacher and I modeled the proper use of googles and wafting should done to assure safety when smelling the liquids from the container. I also provided them with a visual of what their drawn chart should look like in their science journals. The outcome was good and glad to have received feedback and will incorporate it in my next teaching experience.
I had my first Science teaching experience last week and the use of cooperative learning was used to conduct the lesson that I had planned. The class was in groups of four or five students and each with designated numbers on their desks, the numbers where placed to make sure that the lesson ran smoothly and to designate jobs to certain students to minimize the “pick me, oh pick me” and proper use of instruction time. “Talk is the central tool of their trade” (Johnston, 2004) with the students being in groups this would generate them learning from each other to reach the goal of the lesson which is to answer the EQ (essential question) of the day that I had written on the board from them to answer at the end of the lesson. Talking for the purpose of educational value is important for students to learn and the same is for talking about non educational topics at school but when it is all done in moderation without disrupting the learning environment. I circulated around the groups and provided positive feedback on their accomplishments or asked questions “What do you think the liquid is based on the color you observed?” or “Did your inference now change based on the smell/odor?” Then when doing the read aloud I was able to use assertive discipline , because when I would ask questions and a student was speaking someone was talking and therefore I would stop the student that was speaking to address and announce that I couldn’t hear her because of students not being respectful to their fellow classmates when they are speaking. The non-verbal cues for the one student that outbursts when a student is already speaking is a warning for that student to stop what they are doing immediately and pay attention to their classmate speaking. The unplanned attention getters to quickly regain the classrooms attention so I can speak and continue to teach the lesson and give further instructions or provide feedback on what they are currently doing. The co-teacher and I modeled the proper use of googles and wafting should done to assure safety when smelling the liquids from the container. I also provided them with a visual of what their drawn chart should look like in their science journals. The outcome was good and glad to have received feedback and will incorporate it in my next teaching experience.