Using Images to Build Speaking

Using Images to Build Speaking, Listening, and Descriptive Language Skills Description ● A modification the teacher made during the video was related to the students’ note taking. Students requested individual sticky notes for themselves because they believed other students would fill the paper up quickly with their observations and other students would have no room to write. As an adjustment, the teacher provided each student with their own sticky note and requested that students only write one observation so that other students have an opportunity to share theirs as well. Feelings ● Before the adjustment, students appeared frustrated. One student in particular was called upon by the teacher. He stated that he did not have a question but rather a suggestion. He asked that students limit the amount of writing on the sticky notes. After the teacher made the adjustment, this particular student seemed relieved and also pleased with the change. Evaluation ● Yes, I believe that the adjustment was effective. The concern was available space on the paper. Providing additional sticky notes as well as limiting the written content by each student adequately addressed the student’s concern. As you see from the video, the students are able to write out their observations for each station. Analysis ● I believe the teacher made the adjustment because it allowed for all students an equal opportunity to be involved in the activity. The adjustment empowered students who were concerned about available space. ● During the breakout group session, the teacher administered a formative assessment by calling on individual students and asking questions about their and their partner’s observations. It was at this time that the feedback was provided which impacted the adjustment mentioned above. Conclusion ● Teachers must have the ability to analyze formative assessment data and make adjustments expeditiously. By frequently assessing students, a teacher will recognize which teaching approach is and is not working. A hands-on experience may help students to better retain information than a formal lecture. If a teacher is frequently performing these casual assessments at the moment, she/he can quickly make an adjustment to the curriculum or instruction to better suit the content and the students’ needs. Action ● The first method that I learned was related to classroom management. I liked that the teacher utilized a bell to identify when students were supposed to stop speaking and bring their attention back up to the front. With over 20 students talking at one time, a teacher would likely need to raise her voice to be heard. A bell is a much more tranquil, gentle way of gathering their attention. Hearing a teacher yell above 20-30 students may be startling and harsh. ● The second method that I learned was related to the interdisciplinary area. The teacher used a speak, listen and view approach to teaching about animal structure. This allowed students to focus on work on active listening, feedback and presentation skills. I will be sure to build this into my lesson plans.