Lylia Schoepp

Video Reflection 2
This was a lesson that I did for a peer-teaching on campus. I ended up only being able to

teach for about 10 minutes, as the class was very close to ending when I started teaching. I also

ended up having to say some things in English that I wouldnt have in my normal lesson because

this wasnt a Spanish class, but an education sequence course, and not all of my peers know

Spanish (the ones who did knew very little-they hadnt taken it since high school).

I challenged students to engage in learning by turning over the finding of the content to

them. They were challenged to find the answers to specific questions on the cards that were

given to them. The cards had the name of a cultural aspect of Barcelona, then they had to find

the answers to the questions about the aspect in small groups and share out this information to

their peers-leading to peer-teachings essentially. This lesson appealed to different learning

styles because it had the use of technology, videos, pictures, and was very student-centered.

While there was no movement included, I could have easily included movement by having

students move around to form groups. I did not have to do any classroom management, as this

was to college students. The only thing I had to do was to tell them not to look at the question

on the back of the card as I forgot to mention it in my directions.

My instruction linked students prior academic learning and personal, cultural and

community assets with new learning because they were asked to link what they learned about

Barcelona with their own personal, cultural and community funds of knowledge. While we

didnt actually get to this part of the lesson because the class ended and people started leaving

so I had to stop teaching, they would have done this part. The lesson also relates to the

personal assets of students in this modern age, because it really pulls in the use of technology.

Students used their computers to find the information, and watched videos on my computer
Lylia Schoepp
Video Reflection 2
(projected on the board). My instruction also addressed the use of the language as much as it

could within the limits of the students and their knowledge of the language. I tried to use my

hands to help express what I wanted from the students. I had to translate a little, because this

wasnt a Spanish class, but in my own classroom, I would not translate. I think that I could have

used a bit better of actions to express what I was saying, so this is something for me to improve

on.

I built on student responses a little. When we were discussing what castellers are, I

asked them what a casteller was, and when they responded in English, I repeated what they

said in Spanish in two different ways, then repeated what I said in English. I then built on this

by giving them more information about what the casteller was, in Spanish, and only repeated a

few words in English. If I was actually able to teach the whole lesson, when the students were

teaching their peers about what they learned about their cultural aspect, I would have built

on what they found with pictures of the aspect, or videos, or more information. I think I

actually was able to support a little bit of development of the target language in my teaching of

this lesson. Students were given the questions in Spanish and English, and I repeated what I

was saying in Spanish several times, with expressive body language. While they obviously

wouldnt be able to really use the language at all after this, they would maybe be able to

understand even a little, if it was in respect to this topic.

In respect to my own teaching styles, I would probably try to use better body

expressions to go along with what I am saying, and make them more meaningful. I noticed that

I did some useless hand motions, so I will try to pay attention to this in the future and use

motions and body expressions that go along with what I am saying better. After talking with my
Lylia Schoepp
Video Reflection 2
professor about this, I would also try to use pictures on a PowerPoint slide that go with what I

am saying (for a novice level class like the one I am teaching). I would also get students to read

their answers and questions in the target language (we didnt get to this part in my video

except for one student, and she did read the questions in both English and Spanish). I would try

to get all students in the group to read at least one question. If this was an upper level class, I

would show them how to find google results in Spanish and challenge them to find their

answers to the questions in Spanish using this tool. If I did this, students would really be using

the language in presentational, interpersonal and interpretive manners in the lesson.

In general, I could improve my teaching by not messing with my clothes while teaching.

I did a better job of having more open body language in this lesson, from my first video,

because I was using the target language, and being expressive with my hands to help them

understand what I was saying, but I noticed that I still messed with my sweater quite a bit. Not

doing this would help me be much more open to students and not be a distraction to students

or myself.

In the future, I would not translate my use of the target language like I did in the lesson,

unless it was a word totally unknown to the students. I would also have better body motions to

express what I am saying, instead of useless arm movements. I do not think I would change the

content, because I think the topics I chose for students to investigate cover a wide range of

cultural aspects of Barcelona. I also like how I have them compare what they learned with their

own funds of knowledge. The only thing I would maybe change is have students move around

in groups to teach their peers, so ensure that all students know the information about their

aspect.
Lylia Schoepp
Video Reflection 2