Julio CO Blog #3

July 1st

Skill: Adjective Clauses and relative pronouns

Teacher presentation: Dr. Rios started with a review of yesterday’s material comparing defining and non-defining adjective clauses using a T chart. Afterwards, he did a class activity where each student selected a slip of paper with an adjective clause on it, and each student read it aloud. Afterwards, as a class they reviewed where the clause was in each sentence. The focus was on practicing material that was already learned.

Classroom Management: Dr. Rios spent the duration of the class guiding students through the exercises, giving most time to allow the class to propose answers and figure out their own errors and solutions. The rest of the time spent was used clarifying rules, giving feedback, and explaining why answers do and do not work.

Materials: Computer with internet access, document cam/projector, slips of paper, worksheet packet

Student participation: Each student participated in both activities after the review by sharing aloud with the class their sentences and answers. The first activity was unique in that each student also and to select the example they were going to be working with via selecting a random slip of paper.

Feedback provided: Dr. Rios used his usual approach of guiding as apposed to lecturing, which usually manifests itself as providing small bits of feedback to steer student’s thought processes if they are going off course, and if students got completely stuck/stumped he will then reveal the answer or provide a detailed explanation.

Lessons learned: When really working on cementing mastery, focusing on more practice is very helpful. It’s important to keep in mind though that when focusing on practice you should still maintain a guiding role. You shouldn’t completely abandon students during the process, nor should you immediately provide them the correct answer when an error is made. You should slowly nudge them in the right direction only fully correcting when necessary or when students are totally stuck.

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