Team Teaching the Readings

Today, my classmate David and I team taught our Chapter 2 reading from Words on Screen by Naomi S. Baron. To give those of you who are not in the MAET program a little background information, two students were assigned a chapter to team teach to the rest of the class–super nice of our professors so we do not have to read the entire book on top of all of our other course work 🙂 Even after one day of presentations, I can say that it is really interesting to see my classmates teaching styles, how they use technology, and learning about new technologies that they introduce to my tool box.

David and I were the first group the present. Overall, I thought the lesson went really well and I think that is reflective of how much preparation went into it. Knowing that we had 30 minutes to teach the lesson, we knew that we had to be precise and organized while engaging the class with technology. We both read the whole chapter, took notes, shared and discussed our notes, shared our lesson ideas, shared our technology tools and were open to each others ideas. It always helps when the person you are working with is easy to work with–and that we both teach lower elementary.

When we were first introduced to this project, I was a little nervous about incorporating multiple technologies in so little time. We were able to use Google Docs to collaborate, Google Presentation, Random List Generator, Facebook (that linked to our MAET year 1 page), our MAET classroom website, a laptop and a projector during our lesson. It was an eye opener to see how easy it can be to implement multiple technology in simple ways. I believe the lesson went smoothly because of the technology accessible to us. For example, David and I created a Google Presentation page that we shared with the class that allowed them to easily click on their assigned group number to access their reading. It also included a link that took them directly to where we wanted them to turn in their final products. That simple slide eliminated any confusions they had about what they were reading or where to submit it. Here are some awesome timelines:

timeline 1 timeline 2

 

 

 

 

timeline 3 timeline 4

 

 

 

 

 

If I could change one thing about the lesson it would be not assuming I know how to use a technology that looks simple. Our professor Chris used the Random List Generator to form random groups last week. The website looked easy to use and I figured I could just type in names and it would create 6 groups of 2 for me…wrong 🙂 However, I could not waste lesson time by trying to figure that out, so David and I just assigned groups based on the master list. Lesson #1) Don’t assume a program will be easy to use (especially when presenting). Lesson #2) It’s OK to roll with it, make do and move on! In reality, not being able to form the groups really is not a big deal–so there was no sense in stressing about it or getting upset. Technology is not always the most reliable thing and as teachers we need to be prepared with a plan B.

Overall, I really appreciated the team teaching experience. I look forward to participating in the rest of the lessons ahead!

 

References:

Baron, N. (2015). Words Onscreen. Chapter 2.