Lesson 2: Reflection 2

My second lesson that I taught in this teaching practice was about storyboarding, for grad 10. At the end of the lesson students have to create a story using an online program called script generator. My objectives of the lesson are to be familiarizing with the use of storyboard website, know the use of storyboard and its kind, develop and improve their writing skills, when they write the scripts of the story and develop their skills of critical thinking and problem solving in whole class discussion. I read to my students a funny story using PowerPoint. Before I read to them, I gather them in front of the board, and asked them what do you thing that I will show you know? Students were thinking about the questions, which led to activating their schemata (Boettcher & Conrad, 2010). This stage helped me in engaging my students and generating their curiosity about what they will learn. Giving students the chance to be curios helps in motivate their will to learn (Bruner, 2006). After I read the story, students were laughing and asked me how I did integrate sounds in my PowerPoint. I did not answer their questions; in fact I give the opportunity for students who are more skilled in this field to answer. The social process was helpful for students to scaffold each other, and for teacher to know her students old knowledge. This concept was what Bruner advocated in constructivism theory (Bruner, 2006). The next activity was about thinking and drawing their story. The teacher gave students a work sheet to think a meaningful story, and create it using the websites and choices that been provided in the work sheet. In this stage, I gave students the chance to be creative and use their skills to create a story. As one of 21st century skills (Framework for 21st Century Learning, 2011), giving the chance for students to be creative is one way to develop this skill for them to use in in future. The students actually came up with wonderful drawing, and I was really pleased about

it. However, there was a problem occurred in this stage. The website that I chose did not work, because the internet in the school was a limited access. Thus, I advised them to work on Power Point or the program Paint in the computer. I learnt that I have to check everything before teaching, and not always trust technology. Since I was taking in English in some of the cases, students were actually taking to me in English. Their motivation toward English will help them acquire and improve second language fast (Lightbown & Spada, 2006). I was monitoring the students progress to see if they are in the right truck or needed any help. However, they actually understood the lesson, and they come up with wonderful and meaningful stories. I told them to finish up what they are doing and save their work, because of the time. Students will continue their story as homework and part of their project. I did not have the chance to assess my students, because in this lesson there is no right and wrong. However, I asked them if they enjoyed the lesson or not, they actually enjoyed the lesson and they said that they will integrate sound in their stories as I did before. I was quite happy about the results, and Im really glad that I had the chance to teach this class.

References:
Boettcher, J. V. & Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. (1st ed.). San Francisco : Jossey-Bass Bruner, J. S. (2006). The will to learn. In Search of Pedagogy: Volume 1. 1st ed. New York: Routledge Framework for 21st Century Learning. (2011). Partnership for 21st Century Skills, 202(3), 126429. Retrieved from http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf Lightbown, P.M. & Spada, N. (2006). How Languages are Learned (3rd ed.). Oxford: Oxford University Press.