In this task and others in this program, you will use Gibbs’ reflective cycle (G
In this task and others in this program, you will use Gibbs’ reflective cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs’ reflective cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it made you feel, evaluating and analyzing it, drawing a conclusion, and finally considering how this experience will apply to your future practice.
For this task, you will interact with virtual students in a simulated classroom environment. Completion of the simulated classroom experience and the written reflection in this performance assessment will count toward your hours of preclinical experience. Every new teacher is a little nervous about the first time teaching in a classroom. This course and performance assessment give you one opportunity to practice in a simulated classroom to help lessen your nerves before you teach in a real classroom.
Take your time in the simulated classroom, try new teaching techniques, and enjoy being a teacher. If you feel nervous or scared, that is expected and normal. In this classroom, you can say “pause” if you need time to think or if you want to start over and try teaching a different way. It is not expected that you will be a master teacher. In fact, you will not be assessed on your teaching ability but rather on your reflection of what you learn while teaching. So, take advantage of the time in the simulated classroom and see what you can learn about yourself as a teacher.
Scenario: The bell has rung and you will be teaching a geometry lesson on types of angles: Obtuse, right and acute angles. You will be interacting with a diverse group of upper elementary students, including 1 student with dyslexia. The student with dyslexia might need visual accommodation.
First, ask the students what they think about when you say you are going to study geometry. Take some time to have a conversation about their responses. Then, introduce your types of angles and check in for understanding from all students.
When you think the students understand what these angles are, praise them for listening and helping each other learn about angles. Tell them their homework is to find these types of angles in their home and neighborhood. Ask if there are any questions, answer them, and then tell the students goodbye.
