That’s right! I have officially completed my LAST field experience day for this semester…
I don’t really think I was mentally prepared for this day. This experience has so far exceeded my expectations thay I am sad to be done in many ways. I know that it means that I am that much closer to my teaching career, and that makes me really happy, but I will miss being in that school in the coming months!
I taught two lessons on the last day of my placement. First, I taught a Math lesson to the grades 8s and then I taught and ELA lesson (as a continuation of my Arts Ed. lesson the previous day) to the grade 8s and 9s.
For Math, I decided to plan a lesson that was centered around games, since it was a Friday and my last day. I really wanted to take the opportunity to make the lesson fun for the students and thoroughly our time together. Here is what we did:
Field Experience #8 Math Lesson Plan
Theme/Topic: Integers and Order of Operations
Outcome(s) and Indicators:
N8.5: Demonstrate understanding of multiplication and division of integers concretely, pictorially, and symbolically.
(g) Explain how the order of operations can be extended to include integers and provide examples to demonstrate the use of the order of operations.
Methods: games, discussion
Management Implications: I will circulate the room while the teams answer questions, and will address any behaviour issues that arise.
Adaptations for Student Needs: I will assist students individually during the activity, adapting the assignment where necessary.
Setting the Stage for Learning: II will have prizes with me to motivate the students and get them excited about the lesson.
Materials: whiteboard, markers, prizes, paper, pens
- Explain that the students will play one round BEDMAS ‘around the world’
- Assess students’ prior experience of ‘around the world’
- Have the first two students stand. Write an order of operations question on the board and ask them to identify the first step in solving that particular question.The first student to answer correctly will continue while the other student sits down. The third student in line will then stand with the one who continued. Keep repeating these steps until every student has participated.
- Hand out a prize to every student who answered a question correctly throughout the game (not just the winner).
- Ask the students to divide into teams of 3 or 4.
- Allow each team to come up with a team name.
- Explain the next game.
- Write a question on the board. Allow 2 minutes for teams to write down the question, work through it, and record their answer.
- Have teams reveal their answers to me. Give each team, whose answer is correct, a point (keep track of points on the whiteboard).
- Repeat as time allows. Be sure to thoroughly explain the steps to answering each question whenever there is a misunderstanding or any students are unsure.
- Give prizes to each member of the winning team(s).
Student Assessment: I will assess students’ understanding through observation during the games.
Personal Goals: (professional growth plan) My goal is to have fun with the students and encourage them to enjoy Math. I hope to show students that I am excited about the lesson so that they will be excited too.
Saskatchewan Curriculum (Grade 8 Math):
I had a lot of fun with the students during this lesson and they seemed to really enjoy it too. They loved playing games and saw it as a fun alternative to worksheets. They were really engaged in answering each question and listened carefully as I explained the steps to solving questions that were challenging to them. I would teach this lesson again for sure, and it could be easily adapted for any grade level!
Later that day, I taught the ELA portion of my identity lesson. I taught the first part (Arts Ed.) the day before and then taught the ELA portion on my last day. Here is the lesson plan:
Arts Ed. and ELA Lesson Plan
October 24th (Arts Ed.) and October 25th (ELA)
Grade 8 Outcomes:
CR8.3 Investigate and identify how arts expressions can reflect diverse worldviews
(b) Describe how diverse worldviews may be represented in the arts.
CC8.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One’s Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points).
(a) Create a variety of texts (i.e., oral presentations, written and other compositions) that represent experiences, ideas, and information about identity, social responsibility, and efficacy with clarity, correctness, and variety.
(c) Represent, articulate, and explain personal viewpoints clearly.
Grade 9 Outcomes:
CR9.3 Investigate and identify how arts expressions can challenge thinking about values, ideas, and beliefs.
(a) Describe how the arts can transmit or question values, ideas, and beliefs.
(b) Examine the intentions, development, and interpretations of own arts expressions in relation to own experience, values, and perspectives.
CC9.1a Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).
(a) Create and deliver a variety of personal, literary, and informational communications, including poems, stories, personal essays, and oral, visual, written, and multimedia presentations (e.g., written explanations, summaries, arguments, letters, biographies) that address identity, social responsibility, and efficacy.
Methods: brainstorm, inquiry, concept attainment, discussion, concept formation
Management Implications: I will use respectful words and a clear voice to address behaviour issues should they arise. I will also monitor student behaviours as I walk around the room during their independent work time.
Adaptations for Student Needs: I will walk around the room while the students are working. If there is a need for adaptation, I will address it as needed (ex. I may allow some students to record their poems in an alternate way if necessary).
Setting the Stage for Learning: I will write the agenda for the lesson and the big ideas on the whiteboard prior to each class. I will also have my examples displayed each day, for the portions of the lesson that we are addressing.
Materials: examples of identity map, art piece, and poem; checklist; marker; whiteboard; papers; markers; pencil crayons
1) Introduce an identity map. Start by assessing students’ prior knowledge.
2) Explain how to complete an identity map and show the students my own example.
3) Explain that students are to create their own identity map and piece of abstract art expressing their identity.
4) Show my example of abstract art.
5) Give the students time to work independently.
1) Review the idea of an identity map and my own example.
2) Review the art assignment and my example.
3) Explain the next step (creating a poem reflecting their identity).
4) Read my example aloud and display it at the front of the room for student reference.
5) Explain the assessment checklist and that I will be speaking to students individually.
6) Give the students time to work.
Student Assessment: I will use a checklist during the ELA lesson while the students are working. I will speak to each student individually to assess their understanding of the lesson outcomes from both days. The students will also hand in their completed work for summative assessment following the lessons.
Personal Goals: I want this lesson to be an opportunity for the students to self-reflect. My goal is to be transparent with them, in order to encourage their own time of reflection and self- awareness.
Identity Map Template (I didn’t use one, but you could): there are many places to find examples
Saskatchewan Curriculum: https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp
Because I received such great feedback the day before, I decided to begin this lesson by thoroughly explaining every part of the identity map that I filled out. I think that identity maps are a great tool for students, and teachers, to gain an understanding of who they are and who those around us are. I have been asked to fill them out in a few of my university classes now and I plan to use them more in the future.
(the pink words are part of my own responses and the green are examples of others’ potential responses)
I also took the time to talk about my own art and poem in depth. This helped the students get to know me better and was a good way for some to relate to me. It was not easy for me to be transparent with the students, especially since I have not been in their classroom for long, but I do not regret it one bit! Transparency is really important to me because it allows others to connect with me and allows students to know that I, too, am still learning and growing.
I was also able to speak to every student individually, which enabled me to check their understanding of the big ideas from both portions of the lesson. This was a good way for me to assess the effect of my instruction as well. I used this checklist (the big ideas are at the top and are based on curricular indicators):
The biggest area for improvement that I see in this lesson is time management. I planned a lot for two 45 minute lesson and the students were unable to complete all three steps in that time. Since I am now done my field placement, this caused some concern and confusion in regard to assessment. The assignments will be turned into my coop teacher for evaluation and she will take into consideration the students’ limited time. It would have been beneficial to keep the lesson plan more minimal for the amount of time that I had.
Overall though, I think that the ELA portion of this lesson went much better than the Arts Ed. portion the previous day.
Example: My Own Poem
Example: My Own Identity Map
Example: My Own Artwork
Before I knew it, it was time to have my formal post-conference with one of our coop teachers (I had already gained my final feedback from our other coop teacher the day before, as he was not at work on my last day). She and I sat down and she went over my evaluation form thoroughly with me, as she filled it in. She left me with some great feedback, advice, and encouragement. It has been such a blessing to work with her this semester and to learn from her teaching strategies. She is a fun, considerate, compassionate, optimistic, and friendly teacher.
Since I will likely be with her again in the spring, we took the time to discuss my teaching opportunities for that placement as well. Our plan is that I will teach one ELA unit in the time that I am there. We chose a unit and she gave me a bunch of her own materials to look through as I develop my plan for the spring. I am so excited to get started!
To those of you who have been reading these posts throughout the last couple of months, thank you from the bottom of my heart! Your support means a lot to me!