Section Five
Apr. 9th, 2010 01:06 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
kyrasantaeOriginally posted at BGG
User Indygnome writes (in part):
You hit the nail right on the head here. I had stuff but had no idea what to do with the stuff. Thinking back to my coursework, I don't recall being shown that process and methodology. We got some different lesson plan formats and a few assignments in which we had to design lessons, but in a course assignment you're given a set of boundaries for those lessons: whether it's what kinds of activities it should have, or a curricular outcome (or two) to be covered in a certain number of lessons. So it was pretty much just trial and error in a clearly bounded scope. And they're kind of hypothetical; it's not like we get to actually try them out on students.
So when you tell me I have three weeks to finish off half of a curriculum unit, I have no idea what to do with that.
I'm suspecting that some people are able to parcel out content fairly easily, like planning out how to study for an exam (but I don't do that either). Either that or my classmates are getting the planning process explained to them by their professors or their mentor teachers. I don't know.
I agree with trying to pick up tips from teachers I volunteer with. I felt that my observation period had been too short (and the students were having work periods or tests for most of the week) and that my teacher was only able to tell me what I was to do rather than show it to me.
User Indygnome writes (in part):
Providing resources as this teacher has done is only half the battle. All the resources in the world wont help you if you haven't been shown how to utilise them correctly. Somewhere, either you haven't had the process explained to you, or possibly haven't taken in the methodology for planning and delivery of lessons. If you can develop the right relationship with somewhere you volunteer, then ask for tips, take notes, record it on a dictaphone or whatever method you care to use, but take them away with you and try and work back through those tips in a place you feel very comfortable in, but without distractions. It might just be that it clicks with you once you are able to view it without the pressure and in a place you feel as comfortable as possible. I hope this helps.
You hit the nail right on the head here. I had stuff but had no idea what to do with the stuff. Thinking back to my coursework, I don't recall being shown that process and methodology. We got some different lesson plan formats and a few assignments in which we had to design lessons, but in a course assignment you're given a set of boundaries for those lessons: whether it's what kinds of activities it should have, or a curricular outcome (or two) to be covered in a certain number of lessons. So it was pretty much just trial and error in a clearly bounded scope. And they're kind of hypothetical; it's not like we get to actually try them out on students.
So when you tell me I have three weeks to finish off half of a curriculum unit, I have no idea what to do with that.
I'm suspecting that some people are able to parcel out content fairly easily, like planning out how to study for an exam (but I don't do that either). Either that or my classmates are getting the planning process explained to them by their professors or their mentor teachers. I don't know.
I agree with trying to pick up tips from teachers I volunteer with. I felt that my observation period had been too short (and the students were having work periods or tests for most of the week) and that my teacher was only able to tell me what I was to do rather than show it to me.
