Week 10 Analysis of Mentor Teacher Pedagogy
Name: Sydney Bauman
Date of field experiences reported: 12/5-12/9
Time spent: 8:22-9:57 A.M.
Sequence of Events.
This week consisted of taking single-page guided notes. My mentor teacher would lead instruction from the front of the classroom using the SmartBoard. The students were instructed to follow along and take notes on their individual pages. The instruction ended early for a few of the class periods, so the rest of the time was given to the students to work on the rest of the page because they were going to be turning it in for a grade.
Elaboration of One or Two Significant Episodes.
12/8/22
On Thursday, students were given a note page that was full of content on the front and back. This note page was on cube roots, the sum of cubes, and the differences of cubes. More specifically, it started with cube roots and became more advanced by having them factor sums and differences of cubes. My mentor teacher began teaching from the front of the classroom. She started going through the problems that were on the notes page, and she would ask the students throughout the lesson how they were feeling about the content. This was done by asking them to give her a thumbs up, down, or in the middle, as well as asking them if they had any questions.
12/8/22
Throughout the different parts of the lesson on Thursday, my mentor teacher and I would walk around the classroom while students were working on their notes individually. We would walk up and down the rows, answering any questions the students had based on the content they were learning. In addition to answering any questions, we checked to see if students were on task and doing what they were supposed to be doing.
Analysis of Episode(s).
12/8/22
The notes page that the class worked on throughout the period was an example of how my teacher used scaffolding. The page started with cubed roots. Then it built up and required the students to take their knowledge of different cubed roots and apply it to the factoring sums and differences of cubes. The majority of the students were able to grasp this content, and I believe the scaffolding assisted them in doing so. Each student learns at a different pace, and scaffolding content helps the students learn at their own pace.
12/8/22
One thing my mentor teacher frequently did throughout the semester was give the students time to start on the problems. This then allowed her and me to walk around and clear up any confusion. Allowing this one-on-one time is an example of pedagogical teaching through differentiation in the classroom. Each student has their own preferred learning style, and incorporating both whole-class instruction and one-on-one instruction differentiates the lesson in order to accommodate more students.
Week Overview
This week followed a pretty standard layout. The students were given note pages. Students were expected to follow along and complete their notes page while the teacher led instruction. Lastly, students were given time to work on their note pages. If they finished at any point throughout the week, they were instructed to turn them in for a grade. On Friday, I was able to begin grading one of these note pages, and for the most part, the students had a decent understanding of the content. For the entirety of my field experience, I feel as if I learned a great deal from my mentor teacher, and I feel prepared as best I can for student teaching next semester.
Comments
Post a Comment