Lesson+6+Post


 * Lesson 6 (7/26/2011)**
 * Create a lesson plan that utilizes one of the grouping options (cooperative learning, independent projects, peer tutoring, one-on-one pairing, etc.) that you will use in your classroom this week. After your class has completed the lesson, answer the following questions:**

My lesson starts with comprehensible input so that the students can hear the new vocabulary in context. During comprehensible input, the students have to circle pictures that match the vocabulary that I’m introducing then listen again and put the pictures in the order that I introduce them. We debrief the activity and then I pass out flashcards with the pictures on them. I will go through one more time saying the words while the students point to the picture. Then we will play a vocabulary game called “picture grab”. Students get into groups of 4 and have a set of picture flashcards. They spread the pictures out all over the desk and I will say a vocabulary word and the students “grab” the correct picture. The student with the most pictures at the end of the round wins. If I have native speakers in my class, I will have them call out the vocabulary words. Then, I will number the pictures on my smart board and ask the entire class “What number is the backpack”. The students can show me the numbers with their fingers or we will use whiteboards. This will tell me if I need to go back and review the vocabulary or if we are ready for the next step. If they are ready for the next step, the students break into pairs and they work together to match the picture with the word by using manipulatives.


 * Read pages 85 – 96 in the Professional Teachers Handbook. In what ways does using a variety of groupings help to differentiate instruction? To what extent was this method of teaching and learning effective? Describe student participation. What was the impact on at risk students?**

In this case, the lesson goes from individual learning using listening and pictures to a small group activity with listening and pictures and which is very kinesthetic. By asking the students to show me the correct vocabulary with numbers, it is still very safe and they are still listening and don’t have to speak yet. Then finally, the students work in pairs cooperatively to match the picture with the word.

In my opinion this method of teaching and learning is very effective. It follows the EIS (effective instructional sequence) and allows the students many opportunities to listen to the words without having to produce them.

All of my students the picture grab game. I try not to use it all the time, but many times the students will ask to play it again and again. Because it is a game, students don’t realize that they are learning, but after a couple rounds of picture grab, they have heard the vocabulary 2-3 additional times without me standing in front of the classroom just repeating the same words.


 * Did you successfully engage any students who were previously reluctant learners? Explain.**

As I mentioned above, since it is a game all students are engaged in the game even reluctant learners. Also, I think about 85% of learners are visual learners so using the pictures help to engage all students.


 * Did you achieve the results you expected? Explain. If not, list any problems you encountered.**

Yes, I achieved the results that I expected. Everyone could recognize the pictures with numbers after the game with 90% accuracy. Still not able to produce the words, but recognition is the first step. One issue that I had is that some boys are so competitive they will cover all the pictures with their hands or arms so that the others don’t have a chance to grab any of the pictures.


 * To what extent does cooperative grouping impact on social skills?**

Working in cooperative groups help the students work with a variety of students instead of just the students they are comfortable with. It also teaches the students team work and communication skills.


 * What are some ways you could improve your methods to reach your desired goal?**

This time, I let the students group themselves, but in the future I will try to group them by mixing ability or randomly. I learned a new strategy in the AP Spanish class that I took last week. Each student received a slip of paper with a sport on it. The students had to act out the sport until all the group members were found to form the group. Also, in August I will definitely reuse my “traveling partners” where the student’s find 6 partners and I rotate through the countries so that they are working with a variety of partners.