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last.updated 8.6.07

 

Pedagogical Presentation

Purpose

A significant feature of teaching will be how you present material in the classroom. This opportunity will allow you to present a brief portion of your unit in front of evaluative, yet friendly audience. Use this experience to inform how you will approach similar experiences in the future.

Instructions–Presentation

Starting with the ninth week of class, we will use the last half of class to do 15 minute pedagogical presentations in which you will practice presenting yourself as a teacher.

Choose one day from your Unit Plan that...

  • interests you
  • exemplifies the teaching of writing
  • has a section that can reasonably be taught within fifteen minutes

This presentation can be a lecture, discussion, or an activity. It must be about writing; remember this is not a class about teaching literature.

Each teacher approaches teaching in her or his own way. Therefore, you will want to develop the teaching materials you think you will need to best achieve your pedagogical goals, such as...

  • a lesson plan to guide you through those fifteen minutes
  • handouts for resources
  • instructions to guide an activity

You will also want to think about the space that you will be teaching in. Think about...

  • whether you want to request using the computer lab so that your "students" can do something on the computers.
  • how you will use the whiteboard, overhead, or computer
  • how you will set up collaboration

Even though your peers will be acting like students, you will need to consider what this real audience will need to be prepared to do and can do in the allotted time. Consult the instructor about access to materials that you are concerned about.

Present yourself as you would in front of a class (e.g., dress, persona, mannerisms). Likewise you must present on the day that you are assigned or you will receive no credit for this assignment.

Instructions–Abstract

On the Sunday (by 5pm) prior to your demonstration, submit a 250 word abstract that provides the teacher and your peers with the presentation's context; send in the body of an email to the instructor. In this abstract...

  • include the grade level that you are presenting for
  • explain your goals for the lesson
  • how the lesson fits into your overall unit/class

Instructions–Student Audience

Before the presentation, the instructor will place abstracts on the web (attached to the calendar page); read these prior to class.

Each student will be assigned to review a set of presentations. After the presentation, write a 250 word review of the presentation and send it to the presenter and cc: the instructor in the body of an email using Blackboard by the end of the day on Friday. In this review you will want to...

  • explain what the presenter did well
  • explain what the presenter should reconsider and think about as a future teacher
  • justify your evaluation with examples from the presentations

Each review will be assigned a single process score.


Criteria

Logistic:

For the portfolio, reconsider your original position in light the new things that you have learned this semester, as well as the feedback you received from your peers and the instructor. Relevant materials from your Pedagogical Presentation are due with the portfolio on December 10, 2007.

In addition to the general evaluation criteria, the instructor will be looking for evidence of...

  • a sense of audience–treat the class as if they are the students that you will be teaching
  • a presentation that is grounded in both your goals and language arts theory
  • clarity on what the students are to do and learn during this time period
  • clear, manageable instructions that are easy to follow–if applicable
  • an informed understanding of language arts curriculum
  • a teacherly persona, including a sense of organization and planning
  • attention to the time limit
  • timely submission of your abstract