EDU 470 Concurrent Student Teaching Seminar Gisela Vivanco

With Dr. Vanashri Nargund-Joshi March 20

th
2014
Spring 2014
1
Teaching Analysis
The lesson I decided to analyze is one I did with my two Algebra 2 classes on the
topic Factoring by Grouping. The way I carried myself as I taught the lesson with the
first class was different than I did with the second class. This was an automatic reflection
on how I could improve in order to achieve all my goals with the second class.
At the moment I taught this lesson I had only officially taught the students twice
before, and my co-operating teacher was absent due to medical circumstances. I was still
struggling with keeping the lesson within the 40 minutes, but I had resorted to requesting
a volunteer student to be my time keeper and keep me informed when there were 5
minutes left to the end of class. I was also struggling with the skills needed to use the
promethean board. My writing needed to be in italics especially when I used the
mathematical variables x, y, or a, and b.
In the first class there are 27 students. I began by setting up the promethean board
with the do now and I proceeded to check their homework, which was also my way to
take attendance. I spent nearly 10 minutes doing this task. Then, I began the lesson with
an opening statement on what was going to be learned, and I pointed at the objective,
which I had previously written on the board. I got to do half of an example and I was
immediately bombarded with questions from the students.
They did not seem to understand the material, and they were definitely missing
the skills necessary to practice the homework problems on their own. These skills include
multiplication and basic factoring knowledge. I had planned to do an activity in pairs
EDU 470 Concurrent Student Teaching Seminar Gisela Vivanco
With Dr. Vanashri Nargund-Joshi March 20
th
2014
Spring 2014
2
where students would benefit from working with each other, but time caught up to us and
before I knew it there was only 5 minutes left for the period to end.
In the second class there are 21 students. I decided to do things differently. I
loaded the presentation of the lesson on the promethean board, with the first slide on the
do now and I allowed them to work on it for a few minutes. I asked the substitute to
check for the homework, which allowed me to walk around and see their process of
thinking with the do now problem. After going over the do now, I went straight into the
lesson.
With this class, I made sure to use different colors that showed the steps I took to
factor polynomials using the grouping method. I also knew what the other class had
asked and I tried to answer these questions as I went along teaching my way through the
two examples. I still got questions but less of them. We were able to finish both examples
and I lead them onto working in pairs. Their in-class assignment was to continue a
worksheet I made for them the first time I began teaching them.
Things definitely went smoother with the second class. The color-coding helped a
lot. Knowing the questions from the first class helped me to better prepare good
explanations for the second class. We were able to work in pairs, and I assisted them
quickly as they did that. I picked two students randomly, from the students I had seen that
had completed all the necessary steps, and asked them to put up their work on the board
for the benefit of the entire class. I stated that these problems were correct and I quickly
EDU 470 Concurrent Student Teaching Seminar Gisela Vivanco
With Dr. Vanashri Nargund-Joshi March 20
th
2014
Spring 2014
3
highlighted important steps in each problem. Finally, I handed them a Kuta worksheet
with additional practice problems they would do for homework.
I have come to the realization that teaching is about anticipation. As a teacher, one
needs to anticipate what questions the students will ask. There is no way I can emphasize
this enough. Also, watching YouTube videos of people that teach specific mathematic
topics helps a lot. Ever since this I did this lesson I watch at least three different videos
and I take the strategies I believe will be most effective. Some of my favorites are picking
up great ways to explain steps, referring to basic mathematic examples to introduce new
topics, and using different colors to show important steps.
One of the things I did in this lesson with both classes, that I am very proud of,
was answering every question the students had. As I moved on from one step into the
next, I asked repeatedly What is next?, Why do we get this?, Does everyone
understand why we do this step? Do not be afraid to raise your hand if you do not
understand, and I will explain this step again. I believe that it is a teachers job to show
the way into learning new skills, and I would not have been able to do that if I had chosen
to ignore my students concerns. It is my philosophy that as long as my class is taking
place, I will devote my time to explain new concepts as needed.
One of the things I need to pay more attention to, and improve on is finding the
right balance in teaching at a medium to low level. Most of my students are low on their
skills. I have resorted to telling them I am available before school at 7:15am for extra
help, as well as during my prep periods. I would love to spend a lot of time discovering
EDU 470 Concurrent Student Teaching Seminar Gisela Vivanco
With Dr. Vanashri Nargund-Joshi March 20
th
2014
Spring 2014
4
only one topic but the curriculum requires me to move on. Finding the balance in
teaching at that medium to low level will be perfect for all the students in the class: the
smart ones that grasp all the concepts quickly, as well as for those whom it takes longer
to understand the new concepts.