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Microteaching with Technology Reflection Form

Name _Sr. Juan José Sedler, O.P.________________________ Semester/Class Time: winter 2018/11AM


Identify at least one (1) content standard and 1 ISTE standard that your students will achieve from your
teaching with multimedia.

MI SS USHG 7.2.1 Causes of WWII – Analyze the factors contributing to World War II in Europe and the
Pacific region, and America’s entry into war.

*ISTE 3. Knowledge Constructor - Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.

* N.B. This PowerPoint unit introduction is meant to be the hook for a mapping exercise in which
students will use Google Earth Pro and blank printed maps to familiarize themselves with the region.

Technology Use:

How comfortable were you teaching with multimedia? When you looked at your slides, what did you
think about the text, images, colors, and/or animations and sound?

I felt comfortable because I knew exactly what I wanted my audience to know. Having the slides
in the order that I wanted beforehand meant I did not have to memorize anything or use notes – I
simply had to point out the key features on the maps and mention something relevant to them. I tried
to keep the slides uncluttered except for visual aids that would help solidify information. I also
discovered a feature that allows the map images to be tilted and I think this helped give a couple of the
maps a more 3-D terrain look. I certainly intend to use this feature in the future. Overall, the slides
seemed clear, interesting and easy to understand. The adjustments I might make are some minor
visibility points, namely, the font size for the text labels I used on one of the maps and the width of the
lines in the triangle diagram I drew.

Teaching Subject Matter:

What would you do the same and what would you do differently if you could reteach this lesson? Why?

I liked the pace of the lecture which was steady, deliberate, and unrushed. This actually
surprised me a little because I felt like I was moving faster than this when I was actually teaching the
class. I also think I did a reasonably good job at pointing out items on the PowerPoint without blocking
the image. What I would do differently is turn myself slightly more to the audience so that my voice

EDMT 330 Reflection Form T. S. Jones, Ph.D-Professor

projects clearly. I was not turning my back to the class, yet at times I would talk toward the board which
means I was not able to scan the room or project my voice as efficiently.

Engagement with Students:

How frequently did you make eye contact? How did you check for understanding? When asked a
question from a student did you repeat the question and elaborate rather than answer it with just ‘yes’
or ‘no’.

Since this was meant as an introduction to a unit, I asked obvious questions for the purpose of
having students verbalize the information out loud and check that they had the necessary anchor for
knowledge to be added to. I had to adjust when the class did not know what a “marshal” was,
something I would not have discovered if I had not asked a (to me) obvious question. Unintentionally,
but I think beneficially, I noticed that this seemed to steady the pace of the lecture giving time for
people who are processors to write their notes. I also noticed that while I do scan the room, I could work
on making better eye contact. However, my hands “speak” while I talk (I did not realize I do this!) and
this might actually help indirectly with maintaining student attention.

EDMT 330 Reflection Form T. S. Jones, Ph.D-Professor