Transcript

11:00- 21:64
1. Can you explain a little more about what you mean by erosion?
2. What agent in this picture caused that?
3. What is a way that we could test our theory?
4. Okay
5. Okay
6. I do have this.
7. Just observe it for a little bit.
8. How might this be like the picture?
9. What do you mean it takes some of the sand?
10.
Can you repeat what you just said?
11.
Why two years?
12.
So it happens over a long period of time?
13.
What if we add some more water to it?
14.
Whats happening now?
15.
What changed when you added more water?
16.
So how do we see this besides in the picture?
17.
Where do we see it in nature?
18.
How do we see it at the beach?
19.
So where else do we see it thats not a beach? Where else do we
see it thats not a beach?
20.
So we see it in the ocean and we see it in lakes where else might
we see it?
21.
How in a mountain?
22.
We also see it in mountains, lets try and test our theory and see
if it happens in mountains.
23.
Once you get your hands dry please sit down in your seats.
24.
Why did you decide to make your mountain like that?
25.
Say what you said one more time.
26.
So how do rivers change a mountain?
27.
So what do you think is going to happen when we add water to
our mountain?
28.
So lets think about this. How do we want to design our river on
our mountain?
29.
How are you making a river in your mountain?
30.
Can I have your eyes over here for a second?
31.
Okay how is the experiment we want to design now different
from the other one?
32.
What water element are we testing now?
33.
So how would we design it to test a river?
34.
So what if we want to do it without using our finger?
35.
Okay why dont you try that?
36.
So what happened here?

Kate Brightwell
Practicum 11/ 13/15
Lesson Objective: Students will explain how water affects landforms through
weathering and erosion.

While reviewing my student interactions, I noted that I asked mostly

short answer questions. Throughout the entire course of the 10 minutes, I
asked 10 short answer questions and ten thought provoking short answer
questions. In this way, I attempted to stick to the 3c, 4 pattern of instruction,
however my questions did not bridge the gab into a more extended-answer
question format. I tend to format a large portion of my questions in at a
surface level that mainly asks for observations. In this lesson, I did not push
the students into a deeper inference and connection level of thinking.
With reference to the recommended pattern for teaching, I did stay
away from lecturing or giving too many directions. I encouraged my students
to design the experiment based on the conversation we had. I asked
students how we could test their experiment and then had them explore with
the sand. Ideally, they would have come up with more of the constructs of
the experiment with additional guidance if this was my own classroom. The
students decided how they could represent the picture with the experiment
and conducted several variations this way. This both supports the pattern as
well as goals for students by encouraging students to be creative and
autonomous learners.

In addition, I acknowledged students responses with either a question

or a passive acknowledgement. This aligns with the pattern as I was constant
in my neutral response and neither confirmed nor rejected student response.
In this matter, I could have had more questions that built off student
responses.
In my future teaching, I need to make sure I am using students
responses in my questioning. One way that I can do this more effectively is
by allowing more secondary wait time that will help both the students and
myself formulate questions off of what has been said.