Improving Teaching and Learning in Class, Reaction Paper Example

Identify 2-3 instructional strategies that the teacher uses during this lesson.

In this lesson, the teacher applies a number of instructional strategies. One of the most evident strategies is the use of activators and summarizers. This is a brainstorming activity employed by teacher to warm up students before, or after the lesson. In this case, the teacher engages the students in reminding them of the things leant in previous lessons. These also help in engaging students for instructions ahead of the man lesson. These help students to summarize and choose the most important aspects of the lesson as well as drawing their own conclusion about what to anticipate in the forthcoming lesson (Grout & Long, 2009). These also help students develop their questioning skills and be eager to make inquiries.

The teacher also engages the use of “deep and flexible thinking.” In this strategy the teachers tests students understanding of various concepts that were previously introduced to them. For instance when the teacher asks them for other synonyms of the word compute, they engage deep thinking and suggest other words like solve, evaluate among others. This strategy exposes the students to an array of creativities, argumentation and debating, as well as general logic reasoning.

Outline 2-3 pieces of evidence demonstrating student learning during the lesson.

A number of things normally characterizes student learning in any environment. First, active participation in answering teacher’s questions is involved. In this case, the students actively raised their hands in efforts to answer the various questions posted by their teacher. Most hands were up and every student tries to express their opinion regarding the solution to the unknown variables that were subject to discussion now.

In addition, the students were busy making notes and references on their books. This signifies active participation since they were making efforts to refresh their thinking about what they had previously learnt. At the same time, the students jot down points that they found relevant during the lesson. In this case, anything mentioned by the teacher or fellow student that they find relevant they did note down.

Identify 2-3 probing or clarifying questions you would ask the teacher.

One of the most probing questions I would ask the teacher is why not all students are settled during the lesson. This is because others arrive late, and some just move haphazardly around the class when the lesson is in progress (Merlin, 2012).

In addition, I would ask the teacher why he is not engaging the silent students. We realize that certain students are just seated in class and answering no question. This is very disturbing since the teacher cannot be certain whether they are learning.

Why do you feel these questions are the most important?

These questions are important in ensuring that all the students receive equal learning opportunity. At the same time, the students need to be at par with the teacher in every step. This will provide total assurance that the students are actually learning and the entire class is generally making a progress as opposed to two or three students who actively participate in class.

What next steps would you take as a Peer Instructional Coach after this visit?

As a peer instructional coach, I will encourage the teacher to actively engage all the students in learning. At the same time, I would suggest that a specific time be set for students to arrive and settle down prior to the lesson (Schoenfeldt & Salsbury, 2009, p.120). This will prevent distractions that may accrue owing to the up and down movement of students during the lesson. In addition, there is need to engage the passive students. Such students normally posses certain fear or low self esteem hence making them feel incompetent (Stepanek, 2007). Active engagement of such students can help them participate actively in class like the rest.

References

Grout, H., & Long, G. (2009). Improving teaching and learning in class. Maidenhead, Berkshire, England: McGraw Hill/Open University Press.

Merlin, M. (2012). The together teacher: plan ahead, get organized, and save time!. San Francisco: Jossey-Bass.

Schoenfeldt, M. K., & Salsbury, D. E. (2009). Lesson planning: a research-based model for K-12 classrooms. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

Stepanek, J. (2007). Leading lesson study: a practical guide for teachers and facilitators. Thousand Oaks, CA: Corwin Press :.