During my practicum visit, I had a pretty interesting lesson on Second-Step. I knew in advance that the students had already done many of these program lessons and may not have enjoyed them. Therefore, I tried to implement other activities and videos as supplements to the videos that the Second-Step program provides. However, as soon as I began, I found the students were complaining about the videos, having viewed these in previous years, and having learned the same concepts. I tried to continue on with the lesson but struggled in getting them to participate (during some portions of my lesson). At the very end of my lesson, when viewing the “Walk, Walk, Walk” music video, I had lost their attention and had to stop my lesson abruptly.
Reflecting back on this lesson, I can take away many positive aspects. Although the lesson did not go as planned, I learned much more than I ever could have in a lesson where my students remained on task the entire time. Do not get me wrong- I would love for the students to be engaged throughout my entire lesson. However, that will not be the case 100% of the time. Teachers with years of experience may have lessons that fail, and therefore, I am glad that I experienced this failure early on so I can learn from it before the beginning of my extended practicum. I am already articulating ways to engage the students for the following second-step lessons. Furthermore, I am discovering ways in which I may assist students that require differentiation.
This lesson went hand in hand with my inquiry on differentiated learning. “’Differentiated instruction implies a purposeful process for adapting the teaching and learning processes of the classroom to accommodate the needs of all learners’” (BCTF, 2015). According to the BC Teachers Federation, there are several aspects of differentiated learning, which I will discuss below. To begin, I must be a responsive teacher, especially when considering student needs (2015). Considering they did not enjoy the Second-Step lesson (and program in general), I must provide them unique ways in grasping the concepts. In addition, you must be flexible and adaptable when your students are not responding positively to a lesson (2015). I must be aware of student behavior, and provide students that are finding my lesson a challenge or boring with alternatives. This can only be done if I get to know my students better (2015). Some students may be preoccupied with other activities; therefore, I must get to know them better so I can differentiate my instruction to engage them with the rest of the class and the lesson. I am confident that as the weeks progress, I will be able to incorporate differentiation throughout my lessons to engage the students.
I am hopeful that next time I visit my practicum classroom, they will enjoy the lesson that I have created for them.
Reference
BCTF. (2015, June). Differentiated Instruction. Retrieved January 22, 2016, from BC Teacher’s Federation: https://bctf.ca/issues/resources.aspx?id=24271&printPage=true
Having had the opportunity to observe you teaching Ramneet, I am very pleased to see you engaging in such reflective practice and making links to your inquiry. The effort you are putting into considering the needs of various learners and in engaging your class as a whole will pay off!