Lillie CO #5

Date/time: January 31, 2024. 2:00-2:50pm

Topic/skill: Ryan Flemming, listening class, group 3 level

Teacher presentation: As usual, the instructor projects the schedule for the day from canvas.

• To start, the students explained the video they watched/listened to last class, to the student who was absent. He also specifically asked them to explain a podcast they heard before, when they couldn't remember, he played the podcast again. The instructor opened the floor to ask about similarities between the 2 situations they listened to. 

• Next up was a transcription activity, asking the class to define transcription and then writing their definition on the board; “Trans-between,” “scription-write”. Students will listen to a sentence twice, and write the sentence on whiteboards. The instructor encouraged everyone to not worry about spelling, but to focus on getting every word and proper grammar. He specifically said that 15 syllables are of normal for working memory, his sentences have 20 syllables to challenge students, forcing them to fill any blanks in their memory with their already acquired knowledge.

• He wrote down 3 words on the board, before reading the text, that might be hard for them to spell. He read it once and allowed 1-2 full minutes for them to recall before reading it a second time. Once they had all finished writing, he said, “According to the podcasts, was this sentence true or false?”

• Next up was a pre-reading activity on the LA riots. They followed along in their textbooks as he played a recording reading the passage out loud. A student requested he slowed down the video, so he played 0.8x speed instead. He projected the passage in the textbook on the board as well, where he followed along. This passage was one page, double-spaced, two paragraphs. They played a t/f activity (questions in a Google form) to see how much of the reading they understood and remembered. Once all answers were in, they reviewed correct answers together, showing the piecharts of answers

Student participation: it was cool to watch the students regurgitate, and then review in real time. I watched them look at their own board, see his 3 vocab words spelled on the board, and edit their own spelling. He spelled words like “astronomer, confirmed, martians, invaded, interrupted, observed”

Feedback provided: As they wrote, and in between rounds of rereading, he walked around, read everyone’s board a few times

Lessons learned about teaching: I actually just used/made a Google form for the first time last week, i would have never thought to use it as an interactive, real-time teacher resource

Materials: Individual whiteboards, erasers, expos, projector, access to Canvas, google form and textbook embedded in Canvas.