Besides the reiteration of the “I say” format, I really enjoyed tonight’s lesson. I think I am the one person in the world who LOVES being given information and completing worksheets from it. I found the format of the assignment incredibly straight forward and I think the lesson did a great job of connecting a seemingly simple concept to primary sourced evidence. Nevertheless, I wish we had spent more time delving into other instructional methods. And although the sources were interesting, I think too much time was spent on one way of doing things. On a side note, I was surprised to learn how many people did not know what a primary and secondary source were before this class. When we did the formative assessment vocabulary lesson weeks ago, several of my friends noted that they could not give a definition of either. I think that just goes to show that sources were not an “important” or stressed part of our history lessons.
Regarding my reading group, I am pleasantly surprised. The book was easy to follow and quick to read. Like Mercedes mentioned, our group too stopped on a cliffhanger and I am excited to read more. I do not think that reading groups need to be 30 minutes. I am a big advocate for moving quickly and efficiently through things and I believe that if everyone talks and listens it can be done in 20 minutes. I definitely want to implement reading groups into my classroom but also make each role not as in depth as some of the activities are repetitive.
The two take aways that I want to incorporate into my classroom are stressing the importance of sources and highlighting reading groups.
Molly,
I noticed as I read your reflection how often you noted that you were “surprised” about things. Recognizing and wondering about perspectives you were unaware of help to open up lines of thinking other than your own. This is especially important as a teacher. Oftentimes teachers will plan an entire lesson and expect it to go a certain way. When it does not teachers have to be flexible and open to other perspectives in order to facilitate learning. Not all students learn the same way…in our class and one day in your own classroom. Students who are quick to grasp knowledge will benefit from differentiated lessons that enhance their thinking. On the other hand, some lessons have to be differentiated for students who process at a slower pace. It is a real talent to balance lessons to fit the needs of all learners. It takes continual practice.
Thank you for your reflection. Lynne