Teaching Ideas EDU 500

If you’re ever in need of a quick way to partner up, you could try

using “Clock Partners.” It takes about 15 – 20 minutes of class time (one

time only), but it’s a nice way for students to choose their own partners

while also adding variety. Here’s how it’s done: Distribute a clock

handout to each student. (A simple clock with a line next to each number.)

Students move around the room looking for partners to fill in each time

slot. For example, if Susie asks Bill to be her 1:00 partner, Bill needs to

write Susie in his 1:00 spot also. The goal is to find 12 different partners.

If you don’t want to take the time to find 12 different partners, you could

always narrow the search to 6 partners. The process can be a little crazy.

However, when the time comes to find a partner, you simply have the

students take out their clocks and select a time. You’d say, “Find your 3:00

partner”…it takes less than a minute and avoids confusion.

Working in groups is a great idea, but the students must understand

the purpose and functions of the group. Too many times have I started

lessons that involved group collaboration and found that their was very

little collaboration in the group. At the 5th grade level, I find it essential too

over emphasize my expectations of the group and I try to define the roles

within the group in an effort to cut down on individuals who will stray from

the group. It is also important to use flexible groupings so that there are

less problem to deal with once the group gets started working.

I really like the idea of posting the “rules” to group working. Having them

posted will be beneficial because they will always be visible to the groups

and they are easily available if any need to be reviewed during the lesson.

The peer evaluation is also a good idea because it is important to take

the students point of view into account since they are the one’s actually

involved in the collaborative process. Most times when I ask for student

input or evaluations, I find it to be helpful in guiding my instruction or

planning. I’m very interested to see what will happen the next time I try this

in my classroom.

I would put the students into groups of three or four, assigning them each

a country for them to focus on. Each group would then to prepare a

presentation (PowerPoint or Act Inspire – the Promethean board software)

to the rest of the class. I would give the students suggested websites as

well as a list of specific questions and people that they needed to make

sure they covered. I would require that students divide the list between

them, allowing some students to answer fewer in exchange for finding

images or putting together the presentation.

You don’t need a smartboard to do this (although it really helps). If you

use Powerpoint and right click when the presentation is going you can

change the pointer to a pen and annotate over your presentation. When

you are done you can save what you did for students. On a side note…

Epson is releasing a projector in April that doesn’t need a board. It can

display on a wall and comes with a pen.

This is a good general rubric. Would you do some practice where students

evaluate themselves and compare their score to what you give? One of

the points of rubrics is to remove subjectivity from the evaluation process.

When you use “what is expected” there needs to be a clear understanding

between teacher and student about what the expectations are. (create

a daily individual sheets for each student and use this to upload into

graebook)

put vocab into a data base site and tag with 4-5 different categories. Have

category title show with words (untranslated) and have student guess (or

simply know) the meanings of the words)

I usually speak in the TL throughout the entire class from day 3 on. I

am somewhat animated, so I mime most of the time I am speaking as

well. I really want my students to be proficient in the language and not

to be constantly translating. I also am sure to call on students daily. At

first I use a seating chart and check off the name when I know they have

answered at least once so that I can ensure participation. I try to hit on

speaking, vocab, listening, writing each class and then culture at least 1x/

week.

I haven’t taught literature in quite awhile. From what I remember, I would

give vocabulary lists, verb tenses a long with 2-3 chapters per homework.

We would discuss the story and relate it to daily life. Sorry, I am not much

help on that one. Maybe if you give me a scenario, I could be of more use!

Classroom management, I did a lot of individual work, switch to pair work

and then whole class. I try to keep variety to keep the attention span

going.

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