MY.P - A2 Analysis Practice and feedback
Lesson 1 - Tuesday 10/10/23
2.2 Engagement
Student engagement (Ladwig, 2006, p. 28) was clearly displayed throughout the first lesson with support of student participation and inquiry-based learning. The students all actively participated throughout the lesson with minimal off-task behavior. Although there was engagement used consistently throughout this lesson; we both encountered where students would be disruptive and showed some off task behavior. As seen during this activity shown in figure 7, there were students talking over each other which was caused by a lack of instructions such as “please raise your hand” or using a call to attention strategy. Figure 8 clearly shows improved engagement during the activity due to the students working together to complete the worksheet. This shows that the students were on task and maintaining their attention to the class content. Figure 7.1 is another example of positive engagement throughout this lesson. As shown, there are students actively listening and participating in the activities whilst sharing ideas and asking questions. Overall, I am happy with the outcome of this lesson, and I personally found that it showed success with our teaching and the students learning. If I would do this again, I would use a call to attention method to maintain class behavior in order to maintain high levels of engagement within the class.
2.2 Evidence
Figure 7
Figure 7 shows students being engaged but not in a appropriate matter. As you can see there are students talking over each other and avoid raising their hand. To improve this for future lessons, I will need to establish a call to attention from start to finish. Also encouraging students to be respectful when someone else is talking so actions such as raising your hand and one person speaks at a time.
Figure 7.1
Figure 7.1 shows positive student engagement, students are working together in a non chaotic matter. This includes raising their hand which is evident that each student is engaging with the content.
Figure 8
Figure 8 shows students working together completing the worksheet at their location. Each student contributed which shows that each student understand their expectations which allows the students to be engaged.
3.1 Background Knowledge
During lesson 1, background knowledge (Ladwig, 2006, p. 40) was touched on as our goal was to make the content relatable to ensure it engages each student during the introduction of the new lesson. The reason for this is to keep the students engaged by accessing their background knowledge. Doing this is having locations around the campus for the first activity that the students know. After the activity each student shares what they see and hear at that location which can access their personal background knowledge. We then connect their responses to other common locations and how it is used in their favoruite movies. The feedback I have received supports this claim. Located on figure 9, the common feedback I have received was that they appreciated relating it back to filmmaking and movies. My tutor’s feedback shown on figure 10 also noticed our method of accessing the student’s prior knowledge and how the students really responded to that. The common ratings from the feedback sheet were between 3 and 4 out of 5. Also located on figure 9, shows that there is room for improvement. Being that the most common response was that the students enjoyed the end of the lesson where movies were touched on more. So, perhaps I should approach this lesson differently by linking the students to their likes and dislikes to keep everyone engaged by using their prior knowledge from start to finish.
3.1 Evidence
Figure 9
Figure 9 is the feedback that we received. responses were clear and understanding on where we can improve in the future. The feedback provided was clear that the class appreciated linking the content to their background knowledge. This includes linking it towards their favoruite films and tv shows.
Figure 10
Figure 10 is our feedback from our teacher, the dot points provided shows the acknowledgement for the second half of the lesson. The teacher touches on how well we linked the content with the students prior knowledge which supported student engagement and bacnkground knowledge.
Reference
Ladwig, J & Gore, J (2006). ‘ A classroom practice guide” in Quality teaching in NSW public schools. 2nd edn. State of NSW, Department of Education and Training, Professional Learning and Leadership Development Directorate, New South Wales, pp. 05 – 59.