Professional Documents
Culture Documents
Materials:
o
Time
Laptop/Smart Board
Graph paper
Content/Description
Strategy/
Assessment
Introduction
- Begin slide show
2 min
- Assessment of
previous knowledge
their groups
- Group collaboration
- Definition
- Example
- Check for
understanding
4 min
6 min
Procedures/Activities
1. - I am going to get 3 volunteers to come up and calculate the
perimeter of these shapes (have them come up to the board)
- Each square is one unit
- Each of these 3 students will be assigned a different square.
2. - Next show example of 2 different shapes with same perimeter on
slide show.
- Notice how these are different shapes, but still have the same
perimeter. The shapes do not have to be the same in order to have
the same perimeter.
- For everyone in the class: With the paper that I am handing out to
- Participation and
Check understanding
- Listening
- Following directions
- Completing task in
you, I want you to draw me 2 other shapes that have this same
perimeter.
- Have example shape with indicated perimeter on slide. Keep this
slide up for all students to view as they work on this.
- Put your name on your paper as soon as you get it.
- Please make sure this is your best work because you will be
handing this in to me before we move on.
- Will give you under 5 min, if you finish in time I have a fish game
for you at the end of class.
- Collect sheets from students before moving on.
- Following directions
- Incentive to work
efficiently and
effectively
- Collecting for
assessment of students
Closure
3 min (or
remainder
of time)
- Engaging activity
- Following directions
- Behavior
Microteaching Reflection
What went well?
There were several aspects of my lesson that I thought went quite
well, one of them being my timing. In my planning I tried to be
accurate in regards to this, but even beforehand I recognized that the
timing when I was up there might be slightly different than what I had
planned on. To account for this, I planned for the computer activity to
be at the end because it is an easy activity that could be shortened or
lengthened if need be. My plan was to work through as many
examples as we could in the allotted time frame, and that is just what
we did. I thought that planning for this activity to be at the end of my
lesson worked out quite well, and served the purpose I was hoping it
would.
I thought that the game also worked to make the class more
interesting and engaging for the students. For some of the questions
they had to work together and collaborate as a class, which seemed to
be quite effective. Also serving a similar purpose to this game was the
student participation that I planned as part of the lesson when I had
volunteers come up to the front and try some of the examples. I
thought that because this lesson plan was geared towards a grade 3
level, it would be appropriate to have some students move around,
instead of strictly being in their desks. At this age, it is not practical to
plan for the students to remain in their desks for a long period of time,
and also with this movement, it helps to keep the students engaged
and participating in the lesson.
What could have went better?
Looking back, I think that most things went as I had planned,
but some of the aspects of this lesson I could have planned better so
the class went more smoothly. For instance, I had a simple mistake in
my slide show, which was pointed out as I taught my lesson. Although
it was a minor mistake, it did nevertheless cause some students to
become distracted with it. This definitely taught me to pay close
attention to every detail with things like examples such as this.
However, in saying this, I recognize that its almost inevitable that
small mistakes like that will occur, so I think that learning how to play
off these mistakes effectively would be quite beneficial.
Another part of my lesson that I feel could have gone better was
when I had the volunteers come up to the board. When they came up
to the board, I felt that the classroom atmosphere felt slightly
disorganized because I may have not given enough specific
instructions beforehand. For instance, I should have instructed that
they were not to touch the board when they calculated their perimeter,
as it would change the slide. However, I did not outline this first, and