Sec. 2 Week 6: Padlet Response by Kristen White

2025-09-29 21:07:46 UTC

My micro teaching activity was bingo with contractions. It went pretty well but I would probably add a step of explaining more to students why each contraction is made up of those two words. Also having the students read each contraction to see the difference would be beneficial. There was two sets of cards and two different boards so my two students would get two different boards but I would make it so they would have the same. When both students have the same, they would get to see the contraction together and they would both see the same break down rather than separate ones.

sullivanbella04 — 2025-09-29 21:30:52 UTC

Although I was not able to make it to class, I would love to reflect on my past microteaching experiences. I remember I was able to get through the lesson using my time productively and I was effective explaining the activity. I took my time going through each piece of what the activity asked for and demonstrated expectations. If I were to teach a lesson again, I would be mor intentional giving individual student feedback. This helps students stay motivated and offers positive reinforcement.

2025-09-29 21:54:13 UTC

During the microteaching demonstration, my activity was a board game like assessment for sentence segmentation. It asks the student to count how many words are in the sentence I am saying and then move those amount of spaces on the board. I thought what went well was my group's discussion of how we can incorporate this in different ways. It wasn't the most ideal microteaching activity as it is designed to have headphones and for the student to do it on their own. Another problem we found was if the student was to do this on their own, there is no way to assess if they were doing it correctly. So, my group and I talked about how this could actually be used as an assessment for teachers to do one-on-one with the student to check their understanding on sentence segmentation.

zimme2ml — 2025-09-29 22:43:06 UTC

My micro teaching activity was saying high frequence words and spelling them out. Something that went well was the simplicity of the activity. It was not to confusing for the person leading it and easy to follow for the students. Something I would do differently is not have them do as many words because for younger kids it could be overwehleming and maybe even frustrating.

fourn1j — 2025-09-29 23:22:22 UTC

My microteaching demonstration was letter-sound bingo. This game required modeling to determine how it would work. For example, I grabbed a card, said the word, the medial vowel, then the letter, so it was modeled for instruction. I believe that I modeled instruction well for the game, as there was no confusion. Another aspect that went well was our group's discussion about how we could tweak the game to make it better suited for children. The photos are pretty dated and confusing for us as adults, so I can imagine they would be even more challenging for children. We discussed using pictures that are of interest to students (Minecraft, for example). If I were to do this lesson again, I would change the photos so it is engaging to children as opposed to unrelated photos or even use pictures that are apart of a theme in the classroom (example: Fall-themed photos).

2025-09-30 00:37:25 UTC

My microteaching lesson was called word crazy which practiced high frequency words. I modeled the instruction of the game very well, as well as describe the objective of the game. We also talked about different ways to utilize this game in a classroom such as review, small groups, or at a center. There is nothing that I would change as the lesson was simple and effective. I would mostly likely have the students do this independently with a partner as it is simple and easy to understand.

aless2m — 2025-09-30 13:05:04 UTC

My microteaching lesson was based on adding and using affixes. The lesson consisted of base words such as "loud", "lunch", "possible", and so on. The lesson also had cutouts of affixes in a stack, to which the students would build a real word by matching the affixes up with the appropriate words. After finding its match and talking about it with either the teacher or other students, they would then write a sentence properly using the words to gauge if they comprehended the correct meaning of the term. Such as (im)possible, lunch(es), loud(er), and so on. Overall, the topic was really straight forward and there is not much that I would change with this activity.

ratko1eg — 2025-09-30 14:49:30 UTC

I think I did a good job of explaining the lesson to my classmates; it was a sort of confusing activity and I think I was able to make sense of it fairly well. I had a really productive discussion with my group-mates about how the lesson could be adapted, and we came up with a few changes. I would create new image cards with more clear and relevant objects, and create sets to focus on different skills. I would also go over each image with the students to ensure that they know what each image represents, and have the students color the cards in if there's time.

stale1g — 2025-09-30 17:05:15 UTC

My lesson was called Picture it in Syllables. I think it went well overall. I think that I explained it quite well to them and I made sure to help them sound out the word if they were "unsure". I think if I did this again, I would print it on darker paper or glue something on the back so you can't see the words on the cards. My group could so I assume children would notice and try to pick out certain ones every time. I think I would also try and start with smaller words/one syllable words or words that are more common depending on the ages I am working with.

gorha1he — 2025-09-30 18:31:46 UTC

My lesson was focused on Kindergarten and learning those beginning sounds and what letters they correspond with through pictures. Something I think I did well was creating and keeping a flow with the lesson. I explained it well to my "students" and kept it going. something that I would change if I were to do it again is to maybe use objects that start with the letter instead and have the actually letter as the column instead of a picture with the words underneath it since kindergartners are still learning their alphabet knowledge and haven't really moved onto words yet.

2025-09-30 22:00:52 UTC

One thing I did well in my microteaching demonstration was presenting the micro lesson. My peers were not confused and knew exactly what was being asked of them. I also picked out a good lesson for this because it allowed for a lot of good engagement. One thing I would do differently if I taught this lesson again would be to use a closed box for my items. This would add more of an effect to the lesson, but I only had a bag to use at this time. Another thing that I would do differently is mix up the items that the students were grabbing and make sure I have objects with different beginning sounds. I noticed that I had a few repeats throughout the lesson.

lenakandah — 2025-10-01 00:05:15 UTC

I think I modeled the game well as each of the people in my group were able to play it well with no reminders. It was more of a practice of skills rather than an actual lesson, so if I were to do it again I'd probably spend some more time reviewing the concept we were practicing. I would also gather some more self assessment from my group. I asked for a thumbs up, thumbs down, or thumbs in the middle after the fact, but I should've probably done a check midway through or at the beginning to make sure everyone was on the same page.

2025-10-01 18:52:19 UTC

I think I did well keeping the mini-lesson clear and easy to follow. Even though it was only a few minutes, I made sure my peers stayed engaged and understood the instructions. I also did a good job checking in with them and giving them time to respond, which helped make the lesson feel interactive. If I did it again, I would have included more examples for my peers to help illustrate the concepts better and make it even easier to understand.

donog1se — 2025-10-03 15:29:36 UTC

I think I did well describing and initiating my activity to my peers. I made sure to act like they were students and I was giving them the lesson. If I were to change anything, I would change the pictures that I used to make it more understanding and possibly things they are interested in.

maryellenhathaway — 2025-10-04 20:43:03 UTC

One thing I think I did well during my micro-teaching is that my instructions were very good and that demonstrating the first round was a benefit for the "students" and a good practice for me. I think I also did well allowing the game to flow and only jumping in when I really needed to.

I think if I were to use this game in the future I would change it up and add my own words and vowel sounds that students need extra help on/with.

2025-10-05 16:38:54 UTC

My microteaching lesson was Contraction Bingo. I think I did well explaining the activity and its purpose so everyone understood what to do and why we were doing it. I also made sure to check for the “students’” understanding throughout and after the lesson, which helped keep everyone on track and engaged. If I were to teach this lesson again, I would work on differentiating the activity to make sure it is accessible to all students. For example, I could bold the font on the bingo cards for students with visual impairments so they can have an easier time seeing and participating in the activity.

2025-10-06 02:31:11 UTC

Something that I did well in my micro teaching lesson was giving the instructions out before hand and explaining the materials out in front of the participants playing. My peers seemed to catch on with the lesson and understood how to grasp the concept. If I were to teach this lesson again something that I would do differently is going in depth better with explaining each category ahead of time. I would also share what the different categories are and more clear for the pictures that I had in my lesson. This will make it more understandable for students rather than expecting them to just know it.

2025-10-06 17:08:21 UTC

One thing that I feel i did very well in my micro teaching demonstration is explain the directions clearly and made sure my peers had a good understanding of the activity before beginning. I feel this is a very important step especially in the classroom setting where students will often times just not pay attention of they do not understand.

If i were to do this same lesson again i would modify the pictures to make sure the were more clear and the students would understand them right away instead of guessing.

samclouser — 2025-10-07 17:44:46 UTC

For my microteaching lesson, I did onset rime. I think I did a good job of explaining what it was and how were were going to do the lesson. If I were going to do something differently next time, I would find differnt ways to give hints of the word rather than doing the same one every time.