ACADEMIC ASSESSMENT: PEER TEACHING

Academic Assessment: Peer Teaching



Academic assessment: Peer teaching

The Peer teaching assignment was a useful exercise for me to learn how Katie felt about teaching, as Katie have not had any experience truly teaching since Katie entered the Master's program. Katie have taught several laboratories, but it's not the same as actually planning and teaching a lesson.

Katie found that Katie did enjoy teaching (something Katie have been wondering about recently, with all the stress and end-of-semester woes that Katie have dealt with lately), which was important to me, as Katie was beginning to question whether Katie enjoyed teaching or not.

Katie found that a little more preparation would have been useful, so that my presentation of the material would have gone more smoothly. My lesson was fine, but my delivery of it could have been smoother. There were moments when Katie couldn't remember what the next portion of the lesson entailed, and Katie had to look at my prepared lesson to get myself back on track. Katie also would have liked to be able to move among the groups more freely, but the classroom we were in was not really conducive to that. It was difficult getting to everyone. My lesson also may have been a little short, Katie think Katie should have covered more material in it. Katie am not sure if it was a planning error on my part, or the fact that Katie did present the material to college students, therefore, they understood the concepts right away, and gave me all the answers right off the bat, i.e. there were no problems with them and understanding the material. Perhaps had Katie really been teaching junior high/middle school students, my lesson would have been the perfect length.

Katie also would have liked to have used the overhead more. Katie had been planning on being in a classroom with a chalkboard, so Katie wasn't prepared for writing on the overhead. Katie knew which classroom Katie was in, but Katie didn't make the connection that the room we were in was the same as the technology room we were in for C&Katie 235.

One last major item of improvement would be to have the students in groups (or individually) and give them the materials and let them do it themselves, so they can have their own egg and watch what happens to it. It was difficult to continue to pass around the egg just so that every student could see it (and poke it). The students really didn't get much of a chance to admire the egg or see what happened as each step occurred. They had to rely on me to present to them what happened, and the discovery process seemed rather rushed.

Katie felt Katie displayed a good amount of enthusiasm for the material. It did help that only two of the “students” in the class had seen the concept before (removing the shell of an egg using ...