Beruflich Dokumente
Kultur Dokumente
cook
Course: Math
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Lesson goals: Introduce the not equal sign and compare numbers
Date:
Lesson objectives: Make sure the students understand the difference between two sets that are equal and
not equal using the equal and not equal symbol
st
Teacher Behaviors
five
minutes
2nd
five
minutes
Initiatory (talking)
2,3,4,11,14,1 1,3,4,6,9,10,
6,19,22,26,3 18,19,22,
4,39,
24,25,27,29,
31,32,33,35,
38
10
rhetorical question
Initiatory (questioning)
3. a) yes/no question
b) short-answer question
6,13,15,21,2
3,25
7,16,23,30
7,17,20,23,2
8,30,31,36
13,20
3rd
five
minutes
Total
c) thought-provoking short-
5,24,38
2,5,12,17
answer question
4. Extended-answer question
Responding (teacher-centered)
6. Acknowledges student
18, 25
14
9,28,37
15
comment
Responding (student-centered)
Non-verbal Behaviors
b) Inappropriate wait-time II
8,14
27,32,37
12, 29,33,35
16,21,28,34,
37
A teacher behavior assessment devised by Dorothy M. Schlitt and Michael Abraham (modified by Michael P. Clough)
Introduction
As a new teacher, it is difficult to take notice to your downfalls during a lesson, but by
using the Teacher Behavior Assessment (Schlit and Abraham), it is easy to identify major areas
that need improvement. Teachers should continuously assess themselves to make sure they are
asking the right questions to facilitate student thinking (Clough 2008). Student understanding
boils down to every single detail and questions used during a lesson, for example: content, tasks
and activities, materials, teaching models and strategies, and teacher behavior and patterns
(Clough). It is important that teachers continuously work on the areas they may not be attending
to as often as they should be. In the paper I have assessed a lesson of my own and used the
STATIC coding to identify areas that may need more work.
discussions, learning and student engagement. In order to get desired interaction patterns, then
some issues need to be addressed. Teacher patterns play a role in desired interaction depending
on behaviors, strategies, activities and content used (Clough, 2008). Teachers need to be aware
of the learner which includes: students thinking, self efficacy, prior knowledge, developmental
differences, and zone of proximal development. Teachers need to focus on their own mannerisms
as well as the students to acheive the full potential of desired interaction.
Actual Classroom
In the kindergarten classroom, students were learning about the not equal sign which was
a new concept to them. Through out the lesson, students were comparing sets and deciding
whether they were equal or not equal. After practicing examples together on the ELMO, students
were then asked if sets were equal or not equal and one student was called on to answer; the
students would agree or disagree and fill in the box with the equal sign or the not equal sign.
After about 6 questions of comparing sets of objects/drawings, students were asked to draw two
sets, on their own, that were equal and two sets that were not equal. The content of the lesson
was appropriate for the students becasue the previous day they were introduced to the equal sign;
they had been working on sets for quite some time, so comparing them was not very difficult.
After reviewing the coding sheet, there should have been more extended answer questions and
wait time 1 and 2(Clough).
How to Fix It
According to the Teacher Behavior Assessment, there was a lot of instruction and
directions given throughout the ten minute lesson clip. For kindergarten it is normal to guide the
students more often, but after seeing how often, then maybe some management in the classroom
should be addressed. There were several yes/no and short answer questions. Students should
have been asked to explain their thinking more, perhaps why the set was equal or not equal.
Students could have had discussions to compare data with each other. There should have also
been more clarification about student responses, asking the students to elaborate, use of a student
question or idea, and extended answer questions because according to the coding, it was all
lacking. Directions, wait time, and the type of questions asked should be addressed if this lesson
was revised.
Initial Interaction
SC
Revised Interaction
SC
Directions
Thought
provoking/extended
answer question
annoying
mannerism, thought
provoking question,
wait time 1
Jason, do you
Short answer
remember what that question
was? (displaying
equal sign)
Confirms student
comment
annoying
There is another
lecture
another symbol I
want to show you.
mannerism
symbol that is
similar to the equal
sign, but it means
not equal
rhetorical question
short answer
question
rhetorical question
What makes it
equal?
short answer
question
So then we would
have our other sign
thats not equal
Lecture
yes/no question
Thought
provoking/extended
answer question
annoying
mannerisms
instruction
References
Clough, M. P. (2008). Professional Development: The Need to Assess Yourself Iowa Science
Teachers Journal, 35 (3).
Clough, M. P. (2007). Wait Just A Minute Iowa Science Teachers Journal, 34 (2).
Kruse, Jerrid. (2009). Learning Theories: Pillars of Teacher Decision-Making Iowa Teachers
Journal, 36 (2).
Clough, M. P. (2007). What is So Important about Asking Questions? Iowa Science Teacher
Journal, 34 (1).
Blosser, P. E. How to Ask the Right Questions. The National Science Association