Brianna CO #4

Date/Time: June 25th   
Skill/Topic: Reading (The Malleability of the Mind)
Teacher Presentation: The instructor reviewed the main concepts of the article at the beginning of the class. The instructor highlighted important main ideas of the article that might be included in questions, or that students should note for their future writing. In addition to those ideas, he also circled important vocabulary words on the whiteboard.
Classroom Management: The instructor began with a review of the material they had already covered, and then the class transitioned to reading new sections of the article together.
Materials: Projector, research article, whiteboard, dry erase marker.
Student Participation: Students answered review questions about the previous session. They volunteered to read new sections of the article, or else were called on. Students also had to identify sentences in the article that contained main ideas, and create their own sentences using those ideas. The instructor added these sentences to the margins.
Feedback Provided: The instructor asked students follow-up questions about their comments. For example, he asked a student to define the word “homeostasis” after using it in a sentence. The instructor repeated new words when the students asked him to do so. He highlighted important sentences and read them aloud.
Lesson(s) on teaching you learned: During the process of reading an article, the instructor can give students advice about their note-taking skills, what they should expect on future tests in the class, and good test-taking strategies for the reading sections of English exams like IELTS. In other words, the class session does not only have to cover the assigned reading.

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