2011년 9월 6일 화요일
I've finally managed to modify the art lesson to make it more effective. I noticed that the students groaned (the loudest) when I asked them to read the passages explaining about the paintings. So here's what I did instead. I had the students read the shorter passages, but skipped the longer ones. Instead of reading the passage before discussing, I just briefly explained about the paintings and asked them more questions about the paintings themselves. They were more much more engaged and took more interest in the paintings. I had several students write good stories about, "The Mother's Helper." Indeed it was my fault for not having read the students' minds. My first few classes always end up being the guinea pigs. I feel sorry for them, but the latter classes benefit at their expense.
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hey agnes -- just curios what you mean by 'read'? Read aloud? read silently by themselves word by word? Read to answer a question (main idea or details?). We'll look at teaching reading skills later, but I'm just curious what they are doing in your class when you say they are reading (and groaning).
답글삭제I do this too. Inevitably the first time I try a new lesson there will be some glitches. Sometimes big ones, sometimes small ones. So like you say the early classes get the rough draft almost and then the lesson gets better each time you give it. I feel sorry for the guinea pig classes sometimes too.
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