May 10, 2016
Reading: 11am
Teacher Presentation: Instructor begins class with a paragraph displayed on the projector, and asks students to pay attention to what is "fact or inference". He defines both of these terms.
Classroom Management: Students read passage aloud, and together as a class. Then the instructor would read aloud in a clear, projected voice. He then explained why they did the exercise and need to know how to distinguish between fact and inference. The following exercise, the teacher broke students up in to group and had them summarize what the teacher then read out loud from the CIES textbook.
Materials: Textbook, projector.
Student Participation: Students followed along as instructor read passage. They would discuss in their groups how to summarize the passage. Then teacher would ask students to share their findings.
Feedback Provided: The passage was very difficult. It was on the speed of sound and light and consisted of many scientific terms, but instructor would help students, encouraging them, and ultimately it was a class effort the got them through the exercise. Instructor would also look up vocabulary students did not know and show pictures, or write down definition on the board. He even admitted his own limitations in certain pronunciations of words.
Lesson(s) on teaching you learned: It's very difficult to find appropriate reading material for students; and even reading material that is generally similar in level, vary in comprehensive reception depending on the students. It's best to encourage them when passages get difficult, and good to assure them that they are doing a good job during intensive reading exercises such as these.
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