Good topic, Dori. Very basic information, but I really thought you said the most important things about the cell – semi-permeable membrane, DNA in the nucleus, and most things happen in the cytoplasm – which is often not mentioned so I appreciated that especially. I also liked ‘MRS GREN’ – I had never heard that one and mneumonics are very helpful. I think maybe you could have written that part on the board for us – what each of the letters stood for because I was scrambling to hear and write them down quickly myself. Then the structure/function matching sheet was very good, assuming this was a review. Your presentation may have been a little short, but it was most likely because it was getting late and your audience was getting weary so didn’t ask enough questions. If we go together again, you can go first so you get the fresh participants.
Mostly, Dori, I was thinking about the microscope lab you wanted to do. I thought you could have the students do the cheek cell smears and stains, but then ‘fake it’ for the viewing with the microscope: pretend you have a camera on your microscope and you are showing all the students slides to the class for illustrative purposes. Just show Google images in a Powerpoint or something: good and bad examples are available. “And there’s Jake’s…. And there’s Nathan’s…” It will be just as much fun for us :]
I think you topic choice and I think you executed your lesson quite well. One thing that stuck out to me was how you mentioned lab journals and homework, to me it showed that you real had a unit planned out (and it made it seem realistic). I understand that your lesson ran short but our group unfortunately ran late and you were the last one to teach. Even though you did run a few minutes short I think you did a good job on your micro teaching.
Oh, by the way I really liked Denise's idea about the "fake" slides!
Yeah, don't worry about going short. You got to experience us all after too many lessons, so we were a little bad at asking questions, so that's not your fault at all. I agree with Denise about writing out MRS GREN, that's a new one on me, so it was too much for me to try and remember without a visual aid. I think your worksheet you gave to us was a very useful tool, and I imagine it would be even more useful in an actual classroom as a review piece. You did a really good job just standing up there and talking, too, don't forget that. There was nothing that really got in the way of us understanding the content. This was a strong microteaching.
Dori, I know you were nervous about your microteaching, but all things considered, you did a great job! You spoke clearly and relayed the information to the students in a way that was enjoyable and engaging. You definitely played a convincing role of teacher. Your material was well prepared and organized. I agree with Nathan that we were all a little bad at asking questions, which often happens in the classroom. I would probably try and prompt the students with my own questions to get them to engage more next time. Anyway, this was a strong lesson.
For Microteaching II: This was a good solid lesson with handouts, video instruction and an arrange-the-parts exercise. Well thought out and instructive. I wonder about the use of that timer though. Sometimes it will be too long, sometimes too short and you will have to watch your class to see what they need, more than watch the clock. Do yourself a favor too – don’t read the slides to your class. You are very good ‘on your feet’ -- by which I mean you can come up with answers for the out-of-the-blue questions like Jake’s and that will be a real asset for you. Good one, Dori.
Good topic, Dori. Very basic information, but I really thought you said the most important things about the cell – semi-permeable membrane, DNA in the nucleus, and most things happen in the cytoplasm – which is often not mentioned so I appreciated that especially. I also liked ‘MRS GREN’ – I had never heard that one and mneumonics are very helpful. I think maybe you could have written that part on the board for us – what each of the letters stood for because I was scrambling to hear and write them down quickly myself. Then the structure/function matching sheet was very good, assuming this was a review. Your presentation may have been a little short, but it was most likely because it was getting late and your audience was getting weary so didn’t ask enough questions. If we go together again, you can go first so you get the fresh participants.
ReplyDeleteMostly, Dori, I was thinking about the microscope lab you wanted to do. I thought you could have the students do the cheek cell smears and stains, but then ‘fake it’ for the viewing with the microscope: pretend you have a camera on your microscope and you are showing all the students slides to the class for illustrative purposes. Just show Google images in a Powerpoint or something: good and bad examples are available. “And there’s Jake’s…. And there’s Nathan’s…” It will be just as much fun for us :]
I think you topic choice and I think you executed your lesson quite well. One thing that stuck out to me was how you mentioned lab journals and homework, to me it showed that you real had a unit planned out (and it made it seem realistic).
ReplyDeleteI understand that your lesson ran short but our group unfortunately ran late and you were the last one to teach. Even though you did run a few minutes short I think you did a good job on your micro teaching.
Oh, by the way I really liked Denise's idea about the "fake" slides!
Yeah, don't worry about going short. You got to experience us all after too many lessons, so we were a little bad at asking questions, so that's not your fault at all. I agree with Denise about writing out MRS GREN, that's a new one on me, so it was too much for me to try and remember without a visual aid. I think your worksheet you gave to us was a very useful tool, and I imagine it would be even more useful in an actual classroom as a review piece. You did a really good job just standing up there and talking, too, don't forget that. There was nothing that really got in the way of us understanding the content. This was a strong microteaching.
ReplyDeleteDori, I know you were nervous about your microteaching, but all things considered, you did a great job! You spoke clearly and relayed the information to the students in a way that was enjoyable and engaging. You definitely played a convincing role of teacher. Your material was well prepared and organized. I agree with Nathan that we were all a little bad at asking questions, which often happens in the classroom. I would probably try and prompt the students with my own questions to get them to engage more next time. Anyway, this was a strong lesson.
ReplyDeleteFor Microteaching II:
ReplyDeleteThis was a good solid lesson with handouts, video instruction and an arrange-the-parts exercise. Well thought out and instructive. I wonder about the use of that timer though. Sometimes it will be too long, sometimes too short and you will have to watch your class to see what they need, more than watch the clock. Do yourself a favor too – don’t read the slides to your class. You are very good ‘on your feet’ -- by which I mean you can come up with answers for the out-of-the-blue questions like Jake’s and that will be a real asset for you. Good one, Dori.