I think I learned more from this lesson than any other so far because it was by far the worst lesson I have ever done. It is amazing how much more learning one can have from mistakes than from doing things right. I thought the feedback from other teacher candidates was very useful and somewhat uplifting as I thought our group lesson was much worse than they did. Here are the things that went wrong:
1. technology - too much of it for a short time like this, did not work (used 10 minutes of class time to get going), lost slides, students did not know how to use graphing calculators (which we did not budget time for) and so on.
2. never once rehearsed, real problem with group flow
3. Esther did the slides for my part so I had no idea what I was doing till I saw the problem just briefly before the lesson and then while presenting. I assumed because the problem is so simple I could just do it. But because I was thinking about how to teach where the information is coming from, whether it was going to appear or not (as we did loose some material), stressing about the timing, and all these things that come with being a new teacher, I did not focus on the problem itself and, therefore, made math related errors, which are the core of the lesson.
I lost focus and was just thinking this is the same as riding a bike I can just do it, but if I tried to eat the ice cream and talk on the phone while riding a bike then it's not the same bike ride... tip for next time: drop the ice cream and the cell phone and ride the bike.
I lesson example, if we can stop worrying about other lesson related things we should have notes (no matter how simple the material is) to refer to in case we loose focus like I did. Also, a good rehearsal would reduce a lot of the other anxieties that I had about timing, technology and general flow.
4. I anticipated a question that Matthew asked but knew would not have the time to explain thoroughly because I was dealing with other group related things before class and did not have the time to think what the best answer would be. Should have said: more specifically how we are going to show the shift of the fn even if we did not have the time to demonstrate rather than just say that we'll talk about it. next class. That kind of answer would give students partial answer and give them something to look forward to in the next class.
5. I knew the intro was the only sure thing before the lesson but the rest I knew would have to be tight for time. Obviously this is a huge lesson: rehearse till we're ready and know will work.
6. Lots of group issues - but mainly timeline of when things were done - it was all last minute. So, when I think of my good lessons I've had I had them "mocked" (in front of friends, family) well before the day of the lesson. That was not the case here.
For next time, if we work with anyone to produce a lesson whether that be an SA or teacher candidate we will have to make sure to work on a well established time line, and allow members to jump in whenever they are ready, but keep going with the program so that we are ready on time.
I like your comment about learning more from a 'bad' lesson than a good one! You have certainly done some good thinking about preparation, planning, co-teaching and working with time pressures in this reflection. Good work.
ReplyDeleteI like your metaphor about riding the bike while eating ice cream and talking on the phone. I think the key is to start simple and gradually add on the 'bells and whistles' as you get to know your class and feel confident with your lessons and your teaching with the group. It might be better to ride the bike, then get off and have the ice cream...!