Performance Activity 19

3P: works with others to adapt and modify instruction to meet individual student needs.
Performance Activity 19: Discuss and collaborate with cooperating teacher on next week’s mini lesson, as it should correspond to the regular classroom curriculum. Site Visits have been assigned for this activity but adjust to the cooperating teacher’s needs. This activity should be about 15 minutes and can be for the entire class or for a small group. This formal assistance is part of the teacher’s lesson. Some examples include conducting a warm-up activity, bell ringer, telling a story, providing an introduction to an activity, leading a reading group, conducting a review or a homework review with clarifications, dictating a spelling test, etc. Use the
Corcoran and I discussed the first mini lesson, which I will be teaching time to four third-grade students. The mini lesson is on reading and identifying time on an analog clock and digital clock. Mrs. Corcoran suggested to teach time to help because they struggle to read analog clocks. She said when giving students manipulative analog clocks and ask students time, they confuse the hour and minute hand and the hour hand is a hour before the given hour time. She wanted me to teach the mini lesson on time to help students practice time on an analog clock and to read time a digital clock to an analog clock. Mrs. Corcoran has printed the Origo math lesson and told me to use manipulative analog clocks for both the students and I. Honestly, I will admit I’m a little anxious to teach time to only four students compared to a whole classroom. I am worried I might mess up and students may not understand what I’m trying to teach. From this performance activity, I learned I will teach my first mini lesson and finally get to step out of my comfort zone to
While Mrs. Corcoran and I discussed with her what type of instructional strategies she uses and she said manipulatives and visual aids work best for her students. Each student’s IEP accommodations and modifications require manipulatives, differentiated instruction, and visual aids during instructional delivery and assessment. My lesson includes manipulatives and visual aids, which increases the likelihood students will be able to generalize the measurable objective, reading and relating time to analog and digital clocks. During the discussion, it was not about how I want to teach it is how about how to teach the lesson to students, or delivery a student-centered activity. If I did not include manipulatives and visual aids, such a lecture style instructional delivery, students would not be able to understand the material, due to the fact, it does not differentiate instruction, which results in the loss or decrease of student learning. By teaching students on their needs, strengths, and interests, students will learn more from a lesson than if the lesson was not centered around their lesson. By just discussing the mini lesson, I become more organized, which results in the lesson to be more organized; if the lesson is well organized students will observe the lesson organized and students will not be curious if I’m teaching the material