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move around the classroom addressing questions and guiding their understanding
of the worksheet. This provides individual attention and allows them to ask
questions that they might not have felt comfortable with during a whole-class
exercise.
I also seek to engage students by bringing up subjects that are relevant to
their interests. In past classes several students have mentioned that they have a
strong preference for Dutch Bros. coffee, so I wanted to add that to my instruction.
At 3:10 I noted the concept of how other competitors pricing could affect demand,
and incorporated Starbucks and Dutch Bros. as examples. Hopefully this
demonstrates that I have been listening to them in class, and that I am trying to
apply their interests into the curriculum.
a. In the second clip I taught a lesson from a worksheet about how shifts in
demand affect complementary and substitute markets. For this, I provided a
worksheet with a series of questions that would require students to demonstrate
their ability to understand the topic. The requirements for the worksheet were
unfamiliar to the students, so prior to the start of the second clip I demonstrated the
complementary and substitute effects during the content review. I then moved to
the document camera and modeled the procedure again to illustrate how to fill out
the worksheet for the entire class. Social Cognitive Theory notes that by observing a
skill students are able to understand its parameters and how to perform those skills.
By demonstrating how to answer questions and fill out the worksheet I was creating
a set of expectations for them to follow on their own.
Once I demonstrated and explained how to fill out the worksheet I asked the
class if they were comfortable with their understanding before beginning the
worksheet on their own (second video, 6:17). I allowed the students to form five
groups and assigned each group one of the questions. At the 6:30 mark of the
second video I ask them to break up into their groups, then assign a question to
each group. By creating collaborative groups I hoped the students would engage
with the activity, and reinterpret it with the help of their peers. By focusing on a
single question per group, I tried to reduce feelings of being overwhelmed by the
quantity of questions to answer, and rather focus more deeply on one question and
the related response. I use Vygotsky's Zone of Proximal Development in my
teaching. This theory states that students build, or scaffold, new skills and
b. Describe how your instruction linked students prior academic learning and
personal, cultural, and community assets with new learning.
b. In previous classes we had done an informal poll of the students favorite
foods, and several stated a strong preference for pizza (One student noted that he
ate it for most meals), so I made sure to incorporate that interest into an example of
how the number of sellers in a market can affect the supply curve for products. At
the 8:25 mark of the first video I note that when the citys newest pizzeria, Yeasty
Beasty, opened it brought an increased stock of pizza, shifting the supply curve. The
goal of adding aspects of both personal and local interest is to add a personal
relevance to the instruction, using it to associate and assimilate new material in a
way that is easy to recall and accept.
I also made sure to bring up several community and cultural aspects
throughout the first video, such as Black Friday (6:00), the new album release by
Adele (5:30), and the recent controversy over Starbucks holiday cups (3:20). These
were mostly to add a bit of levity to an otherwise dry review session, but similar to
using local landmarks and businesses in instruction, these examples also helps to
tie the academic concept to topics they already understand and care about, which
aids in assimilating new knowledge.
and form their own inferences rather than having it dictated to them. By considering
the answer and the reasoning it allows them to apply and analyze what they know,
rather than simply remember.
b. Describe and cite examples from the clips of how you supported students in
using evidence from sources to build and support arguments about historical
events, a topic/theme or social studies phenomenon.
b. In clip one, I assisted my students' understanding by seeking their
suggestions and examples of certain economic factors that would shift supply and
demand models. At 1:40 a student was able to answer that a change in population
would affect demand curves, and when asked to elaborate he gave the example of
a plague that wiped out a portion of the community. The student was not specific
about the disease, but I extrapolated and asked the class how the Black Plague
might affect the demand curve. While this was a rather morbid response, it did a
good job of demonstrating an understanding of the idea, as well as how it would
affect the market.
5. Analyze Teaching
Refer to examples from the clips in your responses to the prompts.
a. What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning
of the central focus (e.g., missed opportunities)?
a. As I watched the video segments I thought the lessons went well, although
were rather stagnant from the start. A third of the class missed school on either
Monday or Tuesday of that week, and we covered a number of new topics that
would be important for future understanding, so I wanted to start the lesson with a
review. I believe I spent too long repeating rote information as I reviewed the study
notes that they might have missed. I noted that I was not doing a very good job of
assessing their level of understanding through quick formative checks. Normally I
would do this in a variety of ways: by having them give thumbs up/down, or by
using fist of five where they hold up a number of fingers noting how comfortable
they are with a subject (five being the most confident, zero being the least). This
sort of quick formative assessment allows me to identify content areas that
students are comfortable with, or are in need of further instruction. Despite this
time spent on rather dry material the students appeared fairly engaged, taking
notes and paying attention to the front of the class.
I also noticed that I spent too long with my back to the class, writing on the
board (which I hear can be an issue with left-handed teachers like myself) as I
spoke. This is a mistake for a few reasons: my attention is on my writing and not on
them, and when you are turned away as you speak it can make it difficult for your
audience to hear. Watching the video I see a missed opportunity to write the notes
on the document camera, which would allow me to face the class and write at the
same time, allowing me to engage better with them, and determine their level of
attention.
Additionally, I think I missed an opportunity to save some time when I jumped
directly into the subject review instead of having the students turn to their partners
and go over notes. As I mentioned previously, over a third of the class missed the
lectures that I was recapping, so I was limiting the number of people who could
answer my questions as I called on them. For instance, at the 2:30 mark of the first
video I called on a student who appeared engaged, but in retrospect I remember
they had missed Monday, so he didnt have any notes to consult. Had I instructed
them to talk to their neighbors and share notes before I started it would allow me to
focus on explaining the content rather than waiting on their answers.
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning and principles from theory and/or
research.
b. Had I made better use of formative assessments I would have been better
able to tailor the lesson to the class and meet the needs of those who were still
struggling. The National Council of Teachers of English promote the use of these
assessment tools when they note "as teachers refine their powers of observation
and their skill in analyzing, they become better able to see what students are
learning and to plan for future learning experiences." As new teachers, we must use
formative methods to refine and reconsider our lessons, because student
understanding is a moving target, and these assessments help us refocus, and craft
clear, effective lessons.
If I had thought to add time to the class to allow students to share and
compare notes students would have benefitted from Banduras social learning
theory. It states that learning happens in a social context, so students working
collectively and learning from one another benefit from hearing information from a
different perspective, and in the vocabulary of their peers. This would add social
context to the classroom instruction, deepening their understanding and retention.