Clinical Teaching Experience Review
December 11, 2014
December 11, 2014
I really enjoyed this teaching experience. Our group was supportive of one another and came in well prepared for the class to discuss and teach chapters 14 and 15 on Rubrics and Grading. It was challenging at first to figure out what we were going to do for an activity but when we thought of the two chapters as playing off one another it was much easier. Everyone came in prepared to teach which was wonderful and we helped out one another during our presentation portion of the lesson, which took pressure off everyone as individuals and really helped create a sense of support and community with our group that is important especially with this kind of assignment.
Like any experience this one had positives and negatives based on the result our discussion had on the class. To start we came up with several questions to interact with the class and came up with some that played off of the answers we heard. This was effective because we had several people participating with our questions and voicing their opinions but those answering tended to be the same five or so people. This might have been because of the earliness of the class or that others covered what they were planning on saying. Even though we didn't get the majority of the class talking, those who did participate in the discussion had some very interesting and innovative interpretations and thoughts. I think the best thing we did was the two activities that played off of one another a little. In the first activity, we had the class create their own rubric with categories and requirements they thought were important. In the second we focused on grading with a remade rubric and based on the rubric level they had to give the student feedback of some kind either a grade (level 1) a check or minus (level 2) or just plain feedback on how to improve as well as the things the student did well. This gave the class a chance to see the good parts of these different rubrics and the flaws in them.
Everything in our teaching experience seemed to mesh well together and created an involved discussion with the class. The students felt comfortable asking questions when they weren't sure about something and as the teachers it was our job to elaborate. I think overall we did a good job and covered the information effectively and used some innovative ideas to help the students understand the double-edged sword that rubrics can be. Getting the class involved with the different activities was key to them understanding what we were teaching and they all willingly participated. This was a really great and not to stressful way (thanks to the group setting) to get us to start thinking about how to plan a class that keeps the students attention and teaches a concept effectively.
Like any experience this one had positives and negatives based on the result our discussion had on the class. To start we came up with several questions to interact with the class and came up with some that played off of the answers we heard. This was effective because we had several people participating with our questions and voicing their opinions but those answering tended to be the same five or so people. This might have been because of the earliness of the class or that others covered what they were planning on saying. Even though we didn't get the majority of the class talking, those who did participate in the discussion had some very interesting and innovative interpretations and thoughts. I think the best thing we did was the two activities that played off of one another a little. In the first activity, we had the class create their own rubric with categories and requirements they thought were important. In the second we focused on grading with a remade rubric and based on the rubric level they had to give the student feedback of some kind either a grade (level 1) a check or minus (level 2) or just plain feedback on how to improve as well as the things the student did well. This gave the class a chance to see the good parts of these different rubrics and the flaws in them.
Everything in our teaching experience seemed to mesh well together and created an involved discussion with the class. The students felt comfortable asking questions when they weren't sure about something and as the teachers it was our job to elaborate. I think overall we did a good job and covered the information effectively and used some innovative ideas to help the students understand the double-edged sword that rubrics can be. Getting the class involved with the different activities was key to them understanding what we were teaching and they all willingly participated. This was a really great and not to stressful way (thanks to the group setting) to get us to start thinking about how to plan a class that keeps the students attention and teaches a concept effectively.
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