Completed Dulce Degovia_Revised
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Jan 9, 2024
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1/25/2017 PlayPosit Name:
Date: Dulce Segovia Middle School Spanish 3.
How did Mrs. Segovia check for understanding of the conjugation rule?
4.
How would you describe this portion of the lesson? Reflect.
5.
Notice how Mrs. Segovia continually provides instruction, praise and asks questions in
Spanish, but not in a manner that is rigid or unyielding. Immersion, while in the
classroom can
be powerful, but there may be times when students need directions
reiterated in English. This is
especially true earlier in the year when the language is still
new to them. How does this relate to
non-language classes? Do you think students who
are learning new vocabulary might need
additional explanation to understand new
words? Reflect.
6.
Up until this point in the lesson, what strategies has Mrs. Segovia done to
maintain engagement? We saw 5 different strategies. What did you see? Reflect.
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1.
As Mrs. Segovia reviews the warm-up assignment with her students, notice how she
gives constant praise and positive reinforcement. Why do you think she is doing that?
Reflect.
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2.
Mrs. Segovia uses reinforcement to drive home the important conjugation rule that
everything must agree in gender and number. Why does she do this?
Mrs. Segovia reminds her students of the conjugation rule and follows this up with an example for her students to apply this conjugation rule to in order to solidify this knowledge for her students. This also is activating prior knowledge because she is reminding her students of a previously taught concept. Mrs. Segovia encourages her students to practice this conjugation rule when she calls on some students to share their sentence in Spanish and she gives out stickers to her students, even if the student did not get the sentence entirely correct. She also assists the students in correcting their sentence so it would agree in both gender and number. She corrects the students in a meaningful way.
She checked her students' understanding of the conjugation rule by asking her students a question related to this rule. She asked about the word for a woman's hair and if they would add an a
at the end of the word to indicate the female gender. Since in this instance, the subject is not the female herself, but instead her hair, the students answered correctly that an a would not be added to the end because the word is an object and not a person. This showed the teacher that her students understood this conjugation rule in Spanish and could apply/use it properly.
During this portion of the lesson, Mrs. Segovia has her students answer a different question using the 2 verbs, in which she has provided the students with the beginning of their answer using "I am" and "I have". She also provides her students instruction in English regarding this so that her students can better understand what she is looking for from them. Mrs. Segovia is constantly walking around the classroom and monitoring her students' work so that she can gauge her students' understanding of the material and to pick a student who has a great exemplar to share with the class. This student used to verb "cer" and changed it to "soy" in the yo form. The teacher continuously provides her students with positive feedback and praise, which makes her students feel safe to share their answers aloud to the class even if they are incorrect. This teacher chooses a male student to share next and this particular example show the conjugation rule used with an exception. This relates to non-language classes by having the same principle apply that immersion can be powerful in the classroom, but when students are first hearing and learning a new vocabulary word in any subject, they will need additional explanation and repeated exposure and opportunities to use the new vocabulary words in order to fully understand the new word(s). For example, if students are just learning/hearing a new vocabulary word in Language Arts, the students need to be explicitly taught the new vocabulary word and have repeated exposure to the word both in and out of context in order to better understand the word and its meaning. This is also true across all other disciplines. Students should be focused on rich meanings of words and not just generic dictionary definitions in order to solidify their understanding of the new vocabulary and connect it to prior learning.
I have seen Mrs. Segovia use several strategies to maintain engagement up until this point in the lesson. One of the strategies I noticed her using was asking questions to check for understanding and in doing this, she cold called upon students to share their responses with the class, which kept the students engaged in the lesson and helped them to be prepared to provide their answers to the class when they were called upon. This teacher's use of asking questions to gauge her students' understanding of the material is effective in maintaining student engagement in the lesson, as this requires the students to listen carefully and actively to the teacher's questions in order to develop an educated response. Another strategy I noticed the teacher using to maintain engagement was continually providing positive reinforcement to her students for both attempting and their attempt being correct. Mrs. Segovia provides her students with praise each time they answer her questions by giving out stickers, praise even if the student gave an incorrect response (she still praised them and rewarded them for trying), encouragement, and many others. This is very important in classrooms because the more engaged the students are in the lesson, the more they will retain what they learned. A third strategy I noticed was the teacher providing examples to the students in order demonstrate the use of the concepts. A fourth strategy the teacher used was encouraging students to provide reasoning behind their choice of words in response to the assignment. A fifth strategy the teacher used to maintain student engagement was conversations with the teacher in Spanish and English, allowing for deeper understanding of the material.
7.
In this exercise, students must apply what they have just learned about the use of "ser"
and "tener" combined with prior knowledge, such as Spanish numbers and adjectives.
What
do you see the teacher doing during this exercise? How is she motivating the
learner and
refining the instruction? Reflect.
8.
Watch how Mrs. Segovia guides Natalia through her answer as she struggles. What
questioning strategy do you observe?
9.
In what way did Mrs. Segovia provide closure for this portion of the lesson?
10.
What has Mrs. Segovia accomplished by asking students to work on this portion of the
lesson in pairs?
11.
Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the
teacher reflects on this lesson, and compare it to the responses you have written on the
observation worksheet. Use both the teacher’s reflections and your own observation
when writing your overall observational reflection.
During this exercise, the teacher is walking around and monitoring students' work, providing immediate, individualized, specific feedback when necessary and encouraging students who she sees have made a mistake to take a second look at their work. This encourages her students to use critical thinking in order to determine where their error is and to correct it. The teacher continues to provide praise and encouragement as she monitors student progress. If the teacher sees where a student may need additional instruction or help, she provides this to the student in a way that encourages them to connect to prior learning in order to correct their error. The teacher is able to pinpoint which students have mastered this exercise and which students need additional instruction or reteaching, which she then provides to the student without just giving them the correct answer but instead by guiding the student to determine how to correct their mistake themselves. Mrs. Segovia's immediate, specific feedback provided to her students that need it is very important in the student's learning process of this new material and the teacher does a great job of this.
The questioning strategy that I observe is probing. Mrs. Segovia initially tells Natalia what she just said in the English translation (the student said dog in Spanish instead of hair), then she asks Natalia what the correct Spanish pronunciation of the word "hair" is. Natalia provides the correct pronunciation in Spanish this time and the teacher smiles and provides this student with praise and positive reinforcement. The teacher does this in a non-critical manner, which lets her students know that it is okay to make mistakes because they are learning. The teacher also points out another mistake that Natalia made but let the class know that several of the students made this same mistake she noticed as she was walking around monitoring. The students changed the verb to the plural form but forgot to change the adjective. The teacher then provides an example in Spanish and then ties it right back to the conjugation rule from earlier in the lesson that everything must agree in gender and number, solidifying this previously taught concept once again for students.
Mrs. Segovia provides closure for this portion of the lesson by having individual students say a sentence about a person on the board that the teacher
provides in English and the student responds by saying the same sentence in Spanish ensuring that they use proper Spanish language conventions/
rules. She also ties one of the sentences back to a prior learning opportunity for Natalia and gives her an opportunity to apply what the teacher taught
her earlier. Mrs. Segovia then transitions the students into the next activity by providing them with their instructions for the assignment in Spanish and
having the students work in pairs to complete it.
Mrs. Segovia has asked her students to work in pairs for this portion of the lesson because it involves having a conversation with another student in Spanish. This allows her students to apply newly and previously learned concepts in a real world setting, which helps to solidify understanding for the students. Working in pairs also allows students to learn from one another and to provide each other with helpful and respectful feedback. I really grasped Mrs. Segovia's use of varied activities to reduce boredom among her students and I found this to be something I will be applying in my own classroom. I also agree profoundly with Mrs. Segovia that students love praise, positive reinforcement, playing around and kidding about parts of the lesson, etc because they are kids and they crave relationships with their teachers and peers. If a teacher is stern, strict, and serious all the time then their students will not absorb the knowledge they are teaching. It is so much easier to learn from someone you like, respect, and look up to. Students absolutely need to feel like they are in a safe environment free from judgment, bullying, embarrassment, etc. so that they feel comfortable speaking up and asking questions when they need clarification or do not understand something. I also agree with Mrs. Segovia that conversation among students when learning a new language is of utmost importance because as students apply their learning in everyday conversations, they are deepening their understanding and solidifying the information.
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