Introduction to Teaching
Introduction to Teaching was a great workshop. Susanna created a fast-paced classroom environment and effortlessly modeled the activities she was teaching to a room full of future teachers. Her information was thought provoking and will be an invaluable in both planning and classroom teaching.
I appreciated the lesson plan worksheet and Susanna’s approach to creating an activity to filling in the useful form. Using the idea of games, we played Bingo (which was an unknown game to the international students) to remember new materials. “Gamification” of materials grabs the attention of students because it is falls within their own realm. Any form of learning that is familiar makes for a comfortable environment to and enhances memory. Ending the workshop with the game, based on correctly answering questions from the workshop was a great strategy to learn keep students excited and reinforce daily class material.
The research information on the short attention span a student has for a lecture was a surprise to me. I will put this information to good use; along with the ideas for the one to five-minute reinforcement techniques. Reflecting on my own classes, I remember sitting through many lectures while falling into the big 3 “Ds” - drawing, doodling, and daydreaming. A guidance counselor once suggested I knit during class to help concentrate on long lectures. The idea of breaking a speech up into much smaller components makes more sense
Some of the information was similar to my training for teaching K-8, including the use of Bloom’s Taxonomy. I have noticed learning to teach in the lower grades has been an asset to teaching at the college.
I appreciated the lesson plan worksheet and Susanna’s approach to creating an activity to filling in the useful form. Using the idea of games, we played Bingo (which was an unknown game to the international students) to remember new materials. “Gamification” of materials grabs the attention of students because it is falls within their own realm. Any form of learning that is familiar makes for a comfortable environment to and enhances memory. Ending the workshop with the game, based on correctly answering questions from the workshop was a great strategy to learn keep students excited and reinforce daily class material.
The research information on the short attention span a student has for a lecture was a surprise to me. I will put this information to good use; along with the ideas for the one to five-minute reinforcement techniques. Reflecting on my own classes, I remember sitting through many lectures while falling into the big 3 “Ds” - drawing, doodling, and daydreaming. A guidance counselor once suggested I knit during class to help concentrate on long lectures. The idea of breaking a speech up into much smaller components makes more sense
Some of the information was similar to my training for teaching K-8, including the use of Bloom’s Taxonomy. I have noticed learning to teach in the lower grades has been an asset to teaching at the college.