At this point I am noticing that all the lessons that I have observed so far have been focused on the students thinking and not just the student’s acquisition of knowledge. I really appreciate this. Before and after every activity or learning segment of a lesson she has them either think about what they are going to learn, what they have learned, even how they feel about what they have learned and the lesson that she taught them. It seems kind of obvious to simply ask students if they like a particular lesson or if they think that they would be good at a particular task because all you learn about in school is how to assess the students. By asking the students directly what they think of a lesson or if they feel confident about their ability to do something, Mrs. K. is self evaluating the effectiveness of her instruction and at the same time assessing the student knowledge, or what they think about their own learning. She can use this information to inform her instruction. Love it!
After the lesson on latitude and longitude, I discussed with Mrs. K. the possibility of me teaching a map lesson to give the students an opportunity to put their knowledge of latitude and longitude into use and we agreed. I planned a field notebook exercise for the next time I came in where the students would go outside and write down their observations of the playground and draw a map with latitude and longitude. I also planned literacy extension activity from the observation notes that reinforced the parts of speech lesson and component to add a personal dimension to their observations.
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