Assignment #2: Group curricular microteaching in class Wednesday October 16

 

Now that you've 'gotten your feet wet' with some beginning microteaching, you're ready to move into curricular co-teaching (in the microcosm of teaching your peers in our class).

Here are some instructions for your group microteaching next Wednesday:

• We will form six groups (of 3 plus one group of 4) for the nineteen students in our class.
•  Each group choose a topic from the BC Math Curriculum that is the right length for a 20-minute co-taught lesson. 
• We will aim to have our 6 lessons span all the grades and streams in BC secondary math program. That means that no two groups can teach the same topic, and we should choose topics from Math 8 and 9, Foundations and Precalc 10, Foundations 11 and 12, Precalc 11 and 12, and Workplace/ Apprenticeship 11 and 12.  (Note that you will be teaching from a variety of grades and programs in your practica and in your teaching career!)
• As we form groups in class today, I will ask each group to list their members and their topic in the comments to this post. If two groups have chosen the same topic, one or both will need to change.
• You will need to do a group lesson plan, to be posted to your individual blogs by Tuesday Oct 15 at 8 PM (so that Malihe and I can take a look at them and give you feedback before Wednesday's class).
• Again, we will have self- and peer-assessment forms so that you'll get feedback from your whole group. You will be teaching half the class (approximately 7 of your peers), and will be posting photos of your self- and peer-assessments and your own reflections on this curricular microteaching on your blog.

We will be looking more closely at the BC Math Curriculum and ways of teaching topics in class on Oct 9 to help you prepare and choose your topic.

***Note that co-teaching does not necessarily mean that three people each lecture for 6 minutes!

Be thoughtful and creative about ways that you can share the responsibility for the lesson without necessarily talking at the learners the whole time. Think about participatory activities, explorations, problem-solving, group work, student inquiry, arts-based approaches, embodied learning and all the other ways of teaching and learning math we have been working with. You can't do everything in a short 15 minute lesson, but do try to get away from exclusive lecture and note-copying, even in this brief lesson.

Looking forward to a great day on Wednesday Oct 16!

Schedule: (TBC)

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