Is this, perhaps, the most important question for new teachers? Not only are the students are learning, the teacher must have verifiable proof that they are learning. It seems like it would be useful to think of teaching like a scientific experiment. What am I teaching them? What is the procedure? What observations and data do I need? Was my lesson good? Continue onward!
Now that I am left to my own devices while my master teacher is off on an adventure, I need to be really serious about how I know the students are learning. Glazed over looks doesn’t count. Nodding heads doesn’t count. Projects count. Writing counts. Discussions? They help to inform, and there are standards on speaking, but for math, science, etc. I need more varied data.
This week I’ll be teaching a little of everything. I’m still teaching my SS unit dubbed American Foundations. I’ll be teaching small groups literacy. I’ll be teaching math (and observed again!). I’ll be doing morning and afternoon routines. By golly, I’ll be doing almost everything, but that’s just the way the week will work out. For SS, last week I collected good data using a MCT and discussion. That will help me plan this week. For math, I’m a little lost because of the week on/week off schedule. What are we learning? Geometry. What exactly? I’ll find out. For literacy, we’ll be following a direct instruction model with a gradual release of responsibility. That means the students will have to show me (written?) that they can do the task (drawing conclusions). It’ll be a busy week, especially with finals. I’ll just have to take it day by day.