Thursday, July 8, 2010
Erica's Self Evaluation
My second mini-lesson went a bit better than the first one. I might have made it more communicative by playing Jeopardy! ® on the blackboard, rather than the computer. Being that far away from the class was a mistake. I couldn’t hear the students’ answers well, and it was noted that I frowned a lot when I had to ask them to repeat. Next time I would have the categories with answers written down and just write the categories and amounts on the board. Standing closer to my students and being more upbeat and enthusiastic would go a long way toward making the lesson super-communicative. I do think that letting the groups work together to come up with the right answer is a great group activity, but I would change it a little so that a different person each time got to answer out loud. That would keep any dominant students from doing all the work, and ensure that others got an equal chance to participate.
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Your Jeopardy game was great. Logistics in a classroom can be frustrating. Perhaps we all could have moved our groups closer to where you were standing in the classroom (nearer the computer).
ReplyDeleteAs an inductive approach, you can use a list of words that include a variety of prefixes and suffixes and have students find the rules with prefixes and suffixes and guess their meanings. It will trigger students’ cognitive network to find some patterns of prefixes and suffixes.
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