Kevin Wang Mini Teach Lesson Plan

Overview/Rationale: Reteach my mini lesson from the summer introduce the concept and history of fencing. Enduring Understandings: SWBAT identify basic fencing forms, along with encountering the historical development of fencing as a form of self-defense and an Olympic sport. Objectives: Effectively split instructional time between discussion and lecture Incorporate media into the lesson Assess whether or not its possible to retain some information about the lesson in a short time frame (i.e. 10 min) Standards: 1.2.8.A, 1.2.8.E, 1.2.8 H, 1.2.8 J, 1.2.8. L, 1.3.8.A, 1.3.8.B, 1.3.8.E, 1.3.8.G, 1.3.8.H, 1.4.8.C, 1.4.8.D, 1.4.8.H 1.4.8. I, 1.4.8.J, 1.5.8.A, 1.5.8.G, 1.5.8.D Materials: LCD projector Notecards Slide show Procedures: Disseminate note cards or slips of paper. Make sure everyone has something to write on/with. Show the video of fencing and have the class make general observations What do you see? What do you think is happening? Descriptions and reactions. When the video finishes, hear responses from what people wrote down. Make note, and try to answer them through the course of the lecture. Begin lecture on the history of fencing and its evolution into the sport. Make sure to address any questions that may have come from the beginning of the lesson. Make sure that the timing is accurate Focus on Foil fencing, as it will relate back to the video from the beginning of class Make sure to take notes so that you can refer to anything at the end of the video. After the lecture concludes, show the video again and assess whether or not any of the information was retained from teaching the basics. Make sure to encourage the use of jargon and terminology so that it can be reinforced. Collect notes and feedback to end the lesson. Assessment: N/A

Kevin Wang Mini Teach Lesson Plan

Reflections: Compared to my summer mini-teach, this one was a lot more relaxed. I knew what I was doing and I was less frantic, although I did feel some pressure re-teaching the same material. I have to say that I did enjoy the process of teaching again, although the biggest challenge was simply the fact that I tried to cover too much in a short amount of time, especially since I added time for responses and personal interactions with the material. The biggest critique I had from my summer mini-teach was that I lectured most of the time. This time, I tried to mix up some of the time that I was given, and I managed to utilize the time I was given effectively, but Im still not sure about how well I did at communicating the information over to the rest of my peers. Ideally, the ending analysis would come at a much later class after one or two more lessons. I had ten minutes, so I tried to condense what I had, but even still, I felt like I didnt really get people to process most of the information, and the feedback did reflect that. Most mentioned that I moved too quickly and that focusing on one or two elements would really have helped. Overall though, I did manage to learn that I have the complete opposite problem that I had from the beginning of my student teaching, which is that I now have way too much material planned to cover in any allotted time. In the beginning, I always ran short in the classroom, usually with 5-10 minutes to spare. Now, I often talk right up until the bell, which concerns me a bit, especially since it does throw off my lesson timings. Its something Ill have to work on as I refine my practice, but I suppose over planning is better than under planning. I would consider this mini-teach to be a success, and I think it captured the essence of how I want to teach, even if it does contain some of my pedagogical flaws.