Performance Activity 40: Mini Lesson

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Performance Activity 40: Discuss and collaborate with cooperating teacher on next week’s mini lesson, as it should correspond to the regular classroom curriculum. Site Visits have been assigned for this activity but adjust to the cooperating teacher’s needs. This is your 3rd mini lesson.

On site visit sixteen, the third-grade self-contained students were still taking the PARCC. Before school started, Mrs. Corcoran and I discussed about next week’s mini lesson and co-taught lesson. She suggested to work on the data survey worksheets, create charts, and analyze data results. The mini lesson will be next Wednesday, 4/19/17, to teach students what the importance of analyzing data is; for example, how many more students like math more than ELA? …show more content…
Using the Benedictine format, write a formal lesson plan for the 2nd of 2 co-taught lessons. This may be a whole lesson or part of a lesson as directed by your cooperating teacher. Include in your lesson’s script. You must include techniques that incorporate differentiated instruction. Then list the information, or data, you used to support this instruction. Then, submit the approved lesson plan in LiveText to your supervisor for review and suggestions before you implement the …show more content…
Mrs. Corcoran is teaching with me, which should help me observe how Mrs. Corcoran teaches her students. Mrs. Corcoran is known to be a goofy silly teacher, but it helps keeps her students in engaged in the lesson. The impact on student learning by engaging students in a lesson affects rather students will hear the lesson or listen to the lesson. Hearing and listening are not the same, which hearing is not actively listening and listening is being an active participant. If students are active participants in the learning environment, they will be more likely to retrieve learning goals and eventually reach generalization. Students will use their Chromebooks for the lesson, which generalizes the skill to make a graph and chart from paper to making the graphs and charts using technology. With that being said, the impact on student learning is using another way to apply generalization and practice of how to construct a graph and chart. If students were not given enough practice and time to generalize learning skills, they would not be able to maintain the skill and will not remember how to make a graph or chart. Students have this lesson chunked by having the lesson be taught in small units over a few days to make sure students are not overwhelmed with the new skill and have days to practice to master the skill how to make a
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