EVIDENCE PIECE FOUR

Critical Reflection
This task required students to visually record themselves while teaching an introductory
lesson of choice. My lesson was directed towards a year four class, and focused on teaching
students about homophones and how to effectively use them in context. Certain aspects
such as the effectiveness of the lesson introduction, use of the Concept Map, suitability of
the lesson introduction and communication skills utilised throughout, will be reflected upon.

I chose to engage students in the topic of homophones by integrating a class discussion.
Classroom discussions provide students with the opportunity to develop a range of
personnel and social skills. Certain aspects, such as the ability to set goals, aims, objectives
and outcomes are learnt while interacting and responding to others (Marsh, 2010). Through
allowing students to engage with peers and work towards a common goal, further facilitates
with the growth of communication skills, leadership and decision making techniques, while
building self-esteem and positive self-concept. Class discussions also allows educators to
assess students prior knowledge, which in turn, assists with the creation of enriching and
effective lessons (Woolfolk & Margetts, 2007). The students struggled with this section of
the lesson, however, after further scaffolding (providing the class with a sentence),
students were able to respond and comprehend what a homophone was.

Once the class had a basic understanding regarding homophones (which was assessed
through responses), I commenced with the Concept Map. By utilizing a Concept Map within
the classroom environment, not only allows students to demonstrate their level of
comprehension, but also facilitates with the development of students creative, critical and
higher order thinking capabilities. During the process of creating a concept map, students
are generating ideas, exploring different facets and experimenting with concepts. Through
doing so, students are drawing upon imagination, creativity, prior knowledge and
experiences, and conceptualizing them to express their own opinions and comprehension
(Woolfolk & Margetts, 2007).

The concept map used during the lesson introduction, illustrated students depth of
knowledge and their understanding of homophones, which proved to be relatively
extensive. During this stage, I also questioned students regarding the spelling and meaning
of the words provided, to further extend thinking. I believe that the Concept Map used,
further engaged students, and provided them with an effective resource which was utilized
throughout the lesson. However, the legibility of the Concept Map, in particular, the
Queensland Cursive, is an area that needs to be improved. I wanted to focus on my
handwriting while completing the Concept Map, although, lacked the agility to write the
students responses skilfully and hastily. I also found myself turning away from the
students while writing, which in a classroom could have an effect on students behaviour
and engagement in the lesson (Woolfolk & Margetts, 2007).

After the concept map was completed, the Homophone Riddle activity was incorporated
into the lesson introduction, to further scaffold students with their understanding. This
activity required students to work in two groups, and use a variety of homophones to solve
the riddles on the board. With each correct answer, team 1 or 2, would receive a point.
Once all riddles had been solved, points were tallied, and the winning group were to receive
15 minutes free time at the end of the lesson. This activity allowed students to demonstrate
their understanding of homophones while actively participating in their learning. This type
of group dynamic, also facilitates with the creation of an inclusive learning environment.
Classrooms which support an inclusive setting, enrich and improve students academic
performance; as it allows all students to experience growth in academic and social
cognition (Woolfolk & Margetts, 2007).

Overall, I believe that this introductory lesson was relatively effective and suitable for the
particular age group of students. During the initial class discussion, students were clearly
unaware of what a homophone was, nor were they able to express how to use them in
context. However, towards the end of the lesson the class began to demonstrate a basic
understanding of homophones, and were capable of using them to solve riddles. Although,
experience and alterations to teaching strategies and lesson content, would further improve
this introductory lesson.

Communicating in the classroom is a vital aspect of teaching and learning. It is the basis for
all human interaction, and is essential for teachers to have the ability to communicate
effectively with all students (Marsh, 2010). Voice, questioning, responding techniques and
body language, are all crucial components that need to be addressed when reflecting on a
lesson. Throughout the introductory lesson, my voice projection and clarity was apparent. I
also tried to change the pitch and tone in certain areas, to emphasize particular elements.
However, after watching the video recording of my lesson introduction, I found my
pronunciation and talking speed problematic. In a classroom environment, oral instructions,
explanations etc. are integral to the teaching and learning process. Teachers need to have
the ability to use clear and logical language that is pace appropriate for all students, in
order to effectively communicate and maintain students attention (Marsh, 2010). This in an
area that needs to improved. Conversely, after watching the recording, I also noticed that I
used casual language in certain sections of the introductory lesson. Teachers need to have
the ability to adapt their language for a range of different purposes and functions, and be
able to vary the use of language according to the setting and participants. As children learn
language through interaction and listening to others, it is imperative that appropriate
language choices are made.

Questioning is another integral component of teaching and learning. Affective questioning
provides both educators and students with the opportunity to gain knowledge, actively
engage in learning, make connections between new and prior knowledge, facilitate with
understanding etc. (Marsh, 2010). I attempted to use a variety of questions throughout my
introductory lesson; such as closed convergent, open divergent, simple and complex
questioning. I also tried to ensure that there was sufficient wait-time between questions,
and that the questions were effectively sequence. By doing so, provided me with the
opportunity to further scaffold students where necessary and gage comprehension.
However, clearer wording on questions, and the inclusion of higher order questioning,
would prove beneficial and further extend students understanding.

Effectively responding to students is also a crucial element of teaching and learning.
Teachers need to have the ability to respond to students in a supportive and non-threating
manner (Marsh, 2010). Throughout the introductory lesson, I encouraged students and
presented positive feedback where necessary. Through doing so, enabled me to maintain
the attention of the class, while providing opportunities for the students to express their
ideas and opinions. However, after watching the video recording of my introductory lesson,
I found certain words being used frequently, as I praised and responded to students; which
is an area that needs to be improved. Through using more of my vocabulary when praising
and responding to the class, will further engage students and enrich the learning
environment.

Nonverbal language is yet another essential aspect of communication in the classroom
environment (Marsh, 2012). Particular gestures and proxemics, can engage students in a
topic, encourage learning and facilitate with meaning making (Woolfolk & Margetts, 2007).
Throughout the introductory lesson, I integrated a variety of hand gestures, facial
expressions and paralinguistics, to engage the students within lesson. I also used eye
contact to further encourage students and accent meaning.

My introductory lesson was directed towards a year four class, and focused on teaching
students about homophones and how to effectively use them in context. Certain aspects
such as the effectiveness of the lesson introduction, use of the Concept Map, suitability of
the lesson introduction and communication skills used throughout, have been reflected
upon.






References

Margetts, K. & Woolfolk, A. (2007). Educational psychology. NSW: Pearson Education
Australia.

Marsh, C. (2010). Becoming a Teacher. NSW: Pearson Australia.