In the world of teaching, every moment counts, especially in a short week like the one I recently experienced due to a wedding and a bout of illness. However, my commitment to engaging students in learning, as outlined in Domain 3 of my teaching portfolio, remained unwavering. What's fascinating is how this eventful week began and how my experience in both high school and university settings has shaped my approach.
I'm currently teaching a freshmen writing course at Duquesne University, and about a week ago, I was observed. One of the standout positives highlighted during the observation was the effectiveness of my lesson design and pacing. Remarkably, on the very same day, I received feedback from my students echoing the observer's sentiments. They too appreciated the organization and structure of the course. This sense of orderliness is something I've carried with me from my time in high school classrooms, where every day is meticulously organized through Google Slides that map out every aspect of the lesson.
I've come to realize that whether it's an hour-long university class or a shorter 38-minute high school period, pacing is the linchpin of effective teaching. How can I ensure that I not only cover the learning objectives effectively today but also set the stage for tomorrow's lessons? This question has driven my teaching philosophy.
I'm currently teaching a freshmen writing course at Duquesne University, and about a week ago, I was observed. One of the standout positives highlighted during the observation was the effectiveness of my lesson design and pacing. Remarkably, on the very same day, I received feedback from my students echoing the observer's sentiments. They too appreciated the organization and structure of the course. This sense of orderliness is something I've carried with me from my time in high school classrooms, where every day is meticulously organized through Google Slides that map out every aspect of the lesson.
I've come to realize that whether it's an hour-long university class or a shorter 38-minute high school period, pacing is the linchpin of effective teaching. How can I ensure that I not only cover the learning objectives effectively today but also set the stage for tomorrow's lessons? This question has driven my teaching philosophy.
One of the standout activities that resonates with my students is the use of Breakout EDU sites that I create using Google Apps and Weebly.com. Inspired by the concept of breakout rooms, I introduce new units by engaging students with a variety of texts, pictures, and videos that either hint at or explain what the upcoming unit will entail. Students are given 20-30 minutes to "break out" of the website, deciphering 6-8 codes hidden within the provided materials. This activity aligns perfectly with the principles of Domain 3c, as it engages students in learning within groups, utilizing instructional materials and online resources in a timed challenge that inherently structures and paces itself.
I must admit, I thoroughly enjoy creating these breakout experiences, and I plan to teach my students how to craft their own towards the end of the school year. It's an engaging and interactive way to empower them in their learning journey.
If you wish to try one of my breakout rooms, click here.
To wrap up this reflection, my Duquesne advisor, who observed my class, repeatedly emphasized, "you can't beat a good lesson design." It's something I took pride in over a decade ago, and it remains at the core of my teaching philosophy as I continue to refine and innovate my approach to engage and empower my students in their educational journey. In a world of ever-evolving teaching techniques, one thing remains constant: the power of a well-designed lesson to inspire and educate.
I must admit, I thoroughly enjoy creating these breakout experiences, and I plan to teach my students how to craft their own towards the end of the school year. It's an engaging and interactive way to empower them in their learning journey.
If you wish to try one of my breakout rooms, click here.
To wrap up this reflection, my Duquesne advisor, who observed my class, repeatedly emphasized, "you can't beat a good lesson design." It's something I took pride in over a decade ago, and it remains at the core of my teaching philosophy as I continue to refine and innovate my approach to engage and empower my students in their educational journey. In a world of ever-evolving teaching techniques, one thing remains constant: the power of a well-designed lesson to inspire and educate.