Analysis of Teaching
What happened when you taught?
While teaching the literacy lesson, I saw what worked and what did not work as the lesson unfolded. The structure of the lesson developed as planned, while the discussion at the end of the lesson evolved further past our single question of the similarities and differences between the two sequences. There were instructional choices that I gave but decided during the lesson that other directions would work better. In addition, handling students’ responses and questions added an element of surprise to the development of the lesson.
For the first part of the lesson, I had prepared two sets of six cards that showed the sequence of the original The Three Little Pigs. Each was laminated and had a picture along with a few sentences describing the scene. Although we had not planned to use two sets, I thought it would be easier to use both. I gave a set to the six children in the group, and then used the other set to present the final order on a trifold chart. As the students worked to put the pages in order, I kept taking the ones that they were working with on the table and using those to put up on the board. Having two sets was confusing, and proved to be a problematic decision rather than a helpful one.
While teaching the literacy lesson, I saw what worked and what did not work as the lesson unfolded. The structure of the lesson developed as planned, while the discussion at the end of the lesson evolved further past our single question of the similarities and differences between the two sequences. There were instructional choices that I gave but decided during the lesson that other directions would work better. In addition, handling students’ responses and questions added an element of surprise to the development of the lesson.
For the first part of the lesson, I had prepared two sets of six cards that showed the sequence of the original The Three Little Pigs. Each was laminated and had a picture along with a few sentences describing the scene. Although we had not planned to use two sets, I thought it would be easier to use both. I gave a set to the six children in the group, and then used the other set to present the final order on a trifold chart. As the students worked to put the pages in order, I kept taking the ones that they were working with on the table and using those to put up on the board. Having two sets was confusing, and proved to be a problematic decision rather than a helpful one.
We had also planned for students to work in pairs as they wrote descriptive sentences for the sequence of The True Story of the 3 Little Pigs! by Jon Scieszka. I announced that the students would work in pairs, but given that there was one event per student, the students worked independently. I encouraged them to help each other, but since there was an equal number of events and students, this component of the activity seemed to work better as an independent task. From this experience, I realize that if I am going to expect students to work in pairs, I have to give them a task that motivates them to work together.
Once students had written their descriptions of each event, I planned for them to stand up and present them to their classmates as pairs. Instead, the students took turns reading their sentences out loud while seated at the table. Then I placed them in sequence on the wall, asking if students agreed along the way. Given that the structure of the lesson was to have students work in pairs for the writing activity, I designed a seating arrangement that paired a stronger student with one that might need more help. In retrospect, since the students ended up working individually instead of in pairs, this seating arrangement was not necessary, although it did avoid any potential tension over seating decisions.
Once students had written their descriptions of each event, I planned for them to stand up and present them to their classmates as pairs. Instead, the students took turns reading their sentences out loud while seated at the table. Then I placed them in sequence on the wall, asking if students agreed along the way. Given that the structure of the lesson was to have students work in pairs for the writing activity, I designed a seating arrangement that paired a stronger student with one that might need more help. In retrospect, since the students ended up working individually instead of in pairs, this seating arrangement was not necessary, although it did avoid any potential tension over seating decisions.
What key decisions did you make as your lesson unfolded? What informed these decisions?
Although we did not plan for students to read the sentences describing the events of the original sequence out loud, I felt that it would be beneficial for the students to read them while ordering them. One student began reading the first page of the sequence, and he seemed to struggle with reading it fluently. I realized that it would take too much time for each student to read through the descriptions, and thought that students might lose their attention spans if they had to listen to each student read at their prospective pace. Instead, I announced that I would read the sentences to them. One student who is a particularly strong reader asked if she could read one, and I told her she could read the page closest to her. Reading the majority of the text to the students instead of continuing with them reading cut down on a potential attention lapse within the group dynamic.
In planning the lesson, we had discussed asking students to describe the differences between the sequence of the original story versus the ‘true’ story as an accommodation if time allowed for it. I decided to elaborate on the concepts of similarities and differences by inquiring about multiple perspectives. I felt that after students had completed their work and had really delved into the subject matter, they would be capable of engaging in a more abstract-based discussion. My questions included: Do you see any differences between these two stories? How do you think the wolf is portrayed in The True Story of the 3 Little Pigs!? Which story do you think is true? Do you think it is possible for both to be true?
For my final question, I asked students which story they thought was the true story, and why. After hearing a few of their answers, I wrapped up the lesson by telling them that I would let them keep thinking about their answer, and suggested that they continue to form their opinions. I felt that asking an open-ended question was a beneficial way to end the lesson with the intention that students could continue to ponder this outside of the classroom.
Although we did not plan for students to read the sentences describing the events of the original sequence out loud, I felt that it would be beneficial for the students to read them while ordering them. One student began reading the first page of the sequence, and he seemed to struggle with reading it fluently. I realized that it would take too much time for each student to read through the descriptions, and thought that students might lose their attention spans if they had to listen to each student read at their prospective pace. Instead, I announced that I would read the sentences to them. One student who is a particularly strong reader asked if she could read one, and I told her she could read the page closest to her. Reading the majority of the text to the students instead of continuing with them reading cut down on a potential attention lapse within the group dynamic.
In planning the lesson, we had discussed asking students to describe the differences between the sequence of the original story versus the ‘true’ story as an accommodation if time allowed for it. I decided to elaborate on the concepts of similarities and differences by inquiring about multiple perspectives. I felt that after students had completed their work and had really delved into the subject matter, they would be capable of engaging in a more abstract-based discussion. My questions included: Do you see any differences between these two stories? How do you think the wolf is portrayed in The True Story of the 3 Little Pigs!? Which story do you think is true? Do you think it is possible for both to be true?
For my final question, I asked students which story they thought was the true story, and why. After hearing a few of their answers, I wrapped up the lesson by telling them that I would let them keep thinking about their answer, and suggested that they continue to form their opinions. I felt that asking an open-ended question was a beneficial way to end the lesson with the intention that students could continue to ponder this outside of the classroom.