Professional Documents
Culture Documents
Sept. 2014
P.O.E. REFLECTION
General concepts
What was the major learning
(in terms of teaching
practices) that you took away
from this exercise?
Movement is good for engaging the class, but fidgeting with materials is not.
Coming up with and executing a POE is more work that it may seem, but the learning that is gained seems to
be better remembered and more thoroughly enjoyed by the class
Working with another presenter can assist the flow of the lesson by breaking up one persons speech
Seemed a little disorganized at first, so being more clear and concise about what is going on may be helpful
Students come in to a new classroom and all there is is a tub of water at the front and the teachers are holding
lasers, spiking curiosity.
Some trouble with laser at first, but then it began to come together.
Students were interested and a small discussion concluded the demonstration
Students were guided to the explanation of why the laser curved the way it did.
Transitions for the most part ran decently smooth, helpful to have two presenters to trade off and be prepared
for the next segment.
changing music, lighting, and mediums to work on made the transitions interesting and kept the class
engaged.
We struggled with the environment because we needed a very dark space and we didn't exactly have that.
We needed to get very strong lasers for the demonstration to be successful in a semi dark room
We need to figure out a way to pour the sugar so as not to disrupt the natural settling
differently
asked for more feed back from the class
begun demonstration with more clear instruction
same
included music
asked for student input on solutions
asked why students believed their answer would be an observation
what
asking the students for their input and prompting thoughtful answers
why
Students were already interested on account of the lasers, and they possessed some knowledge of how light
works through fluids
The amount of responses for what would happen to the laser after it went through the solution
the difficulty to see certain lasers through the solution in a dim room compared to a dark room
Other thoughts?
Remembering to remind the students that their answers are a reasonable persons, and not their own for a more
safe environment
!
Teacher presence and physical effectiveness
What did you do, physically
or with your voice, that was
effective? What was
ineffective? Thoughts about
improvements?
effective
Walked around the front,
looked at the students for answers,
talked to many students for answer
clear voice
ineffective
played with laser
improvement
even when not presenting stay on task and promote student learning/model good listening behaviour
I felt nervous when the laser wasn't working well in the room
luckily we had back up stronger lasers for the demonstration
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Conveying learning
How well do you think your
scientific principle was
conveyed?
I believe my scientific principle was conveyed well, but not so specifically that it cannot be interoperated for
the remainder of the unit, which would be grade 10 optics.
The safety of giving answers, the engaging music as well as materials kept the students interested in the
demonstration
!
Engaging your students (getting them thinking)
Is there anything that you did
to make sure that your
students were thinking and not
just watching? Were there any
times that it would be easy for
a student to be disengaged?
Tell me about that.
interaction
question each other, solve each others questions
collectively come up with solution to demonstration result