Embedded Files
“Flexibility and responsiveness” refer to a teacher’s skill in making adjustments in a lesson to respond to changing conditions. When a lesson is well planned, there may be no need for changes during the course of the lesson itself. Shifting the approach in midstream is not always necessary; in fact, with experience comes skill in accurately predicting how a lesson will go and being prepared for different possible scenarios. But even the most skilled, and best prepared, teachers will occasionally find either that a lesson is not proceeding as they would like or that a teachable moment has presented itself. They are ready for such situations. Furthermore, teachers who are committed to the learning of all students persist in their attempts to engage them in learning, even when confronted with initial setbacks.
Danielson, C. 2013
Artifact 3e-1
Artifact 3e-1
Math Number Bonds
Math Number Bonds
During a math lesson that my Mentor Teacher was instructing, I was given the opportunity to walk around the classroom and assist the students where necessary. The lesson that we were specifically going over was focused on students solving math equations and creating math number sentences using number bonds. As I walked around the classroom, I noticed that some students had a hard time creating math number sentences using the number bonds. In order to support, I demonstrated flexible instruction by showing those students a different way of solving the equations. Even though it wasn't ideal that students were struggling to understand the new content, we were able to readjust learning so that students could move forward. Being flexible with instruction gave these students to go back and relearn content to reach the standard we were stressing them to reach for.
Artifact 3e-2
Artifact 3e-2
Mentor Feedback Form
Mentor Feedback Form
During my Senior Practicum experience, I have the opportunity to work and learn with a mentor teacher. I have attached one of two of the formative assessments I am required to do with my mentor teacher. My mentor noted in the first column that I did great adjusting during this lesson as well as being firm with my expectations for the classroom. The lesson that I taught was focused on a science lesson that required students to try and figure out what season they were assigned based on clues I had given them. Students were then expected to come up with a skit to teach the class about what season they were. As the lesson proceeded, there were some minor hiccups in the sense that students didn't clearly understand my original instructions or struggled to think of ways to create a skit. As I saw that students struggled with this, I chose to walk around to each group and guide them a bit further. I used scaffolding techniques by asking questions about their assigned season. For example: "What do you usually think about when you hear the word winter?" I then suggested an option for their skit based on their answers. I was able to adjust my lesson based on the understanding of the students and guided them to more independent thinking.
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