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This was such a fast-paced unit, with a heavy workload. Students were given a bright yellow packet at the beginning of the unit, which contained all deadlines in calendar and grid formats. However, at times I could see it got very overwhelming for students. Despite my reiterations about due dates and deadlines, students still struggled with staying on target. Looking back, I would have made a better effort to keep everyone organized and on point. Before class, rather than voicing deadlines and posting the occasional PowerPoint checklist, I would create a PowerPoint checklist for every day so that it stayed consistent. I would also be better about writing due dates on the board so students would have blatant reference.
2. Citing evidence from your experience teaching this learning segment, explain why you would expect these changes to make a difference in student learning. By resolving both issues, I believe the unit would ultimately be more organized and efficient. It became very frustrating for me when students turned in assignments late because of a missed deadline, or because students would not stay on task in class. As a result they fell behind and, due to the fast-and-furious nature of the material and assigned tasks, they fell behind on all of the following assignments. This ended up stressing them out and stressing me out. I tried to get everyone back on track but things inevitably became overwhelming. By stressing deadlines, and likely enforcing stricter late policies, I would not have run into that problem as often. In the end, students would learn more, and I would be able to help them out more with individualized needs.
Copyright 2011 Board of Trustees of the Leland Stanford Junior University. maximum All rights reserved. Page 1 of 2 | 2 pages
Copyright 2011 Board of Trustees of the Leland Stanford Junior University. maximum All rights reserved.
Page 2 of 2 | 2 pages