M&M&M Analysis
THE QUESTION: "Based on your field experience observations to this point, what are the students' needs with regard to:
Metacognition
Mindset
Motivation
For each of these areas, write a robust paragraph analyzing the students' needs and how you plan to address those needs when you teach your lesson. Use and underline vocabulary from the theories as you complete your analysis and to justify your plan."
The class I will be teaching this upcoming Friday is Mrs. O's Beginning Theatre. It is my job to teach a lesson that introduces them to comedy and guide them as they begin to pick comedic scenes to perform.
METACOGNITION: In my observation I saw many students coming to class unprepared. Metacognition is the most difficult skill to apply in an individual lesson, but the best way I can think of to get the students thinking about their own thinking is to have them identify their own personal tastes in comedy. This hopefully will help incorporate some declarative knowledge, as they may recognize what they already know about the subject matter we are tackling. My other strategy of incorporation is to have them make a solid plan on how they will be prepared to perform their comedic scenes. Incorporating self-regulation, they will need to come up with dates they will have memorization and blocking accomplished by. Hopefully this will help them recognize what they personally need to do to be able to succeed and metacognate about what works best for them.
MINDSET: Observing a different class pick material for monologues I observed that many felt they weren't capable of picking work outside of looking on the internet. I'm anticipating a great deal of the same push back from the students as I teach them how to pick a comedic scene. I'm hoping to show them a challenge and push against the idea that they aren't capable. To set them on the pathway towards a growth mindset I'm coming with a list of plays and other resources to help them pick a comedic scene. Once they realize they can actually find the material by looking in a physical script, hopefully they will see the opportunity in the challenge of finding good material to perform.
MOTIVATION: One of the needs I observed in this Beginning Theatre class is that it is attended by special needs students in many ranges and also that only some of the students aren't readily engaged in the class, meaning the way to motivate one student in the class may not work for another. I'm excited to try some fun techniques to get the students motivated and engaged, ascribing particularly to to the idea of cognitive and emotional arousal in hope of getting them at the optimal level. I'm planning on use some physical activities as well as showing clips of humorous content to pique their interest and getting them laughing. I also hope to show them that they have the potential to be just as funny if they find the right material and really practice.
Metacognition
Mindset
Motivation
For each of these areas, write a robust paragraph analyzing the students' needs and how you plan to address those needs when you teach your lesson. Use and underline vocabulary from the theories as you complete your analysis and to justify your plan."
The class I will be teaching this upcoming Friday is Mrs. O's Beginning Theatre. It is my job to teach a lesson that introduces them to comedy and guide them as they begin to pick comedic scenes to perform.
METACOGNITION: In my observation I saw many students coming to class unprepared. Metacognition is the most difficult skill to apply in an individual lesson, but the best way I can think of to get the students thinking about their own thinking is to have them identify their own personal tastes in comedy. This hopefully will help incorporate some declarative knowledge, as they may recognize what they already know about the subject matter we are tackling. My other strategy of incorporation is to have them make a solid plan on how they will be prepared to perform their comedic scenes. Incorporating self-regulation, they will need to come up with dates they will have memorization and blocking accomplished by. Hopefully this will help them recognize what they personally need to do to be able to succeed and metacognate about what works best for them.
MINDSET: Observing a different class pick material for monologues I observed that many felt they weren't capable of picking work outside of looking on the internet. I'm anticipating a great deal of the same push back from the students as I teach them how to pick a comedic scene. I'm hoping to show them a challenge and push against the idea that they aren't capable. To set them on the pathway towards a growth mindset I'm coming with a list of plays and other resources to help them pick a comedic scene. Once they realize they can actually find the material by looking in a physical script, hopefully they will see the opportunity in the challenge of finding good material to perform.
MOTIVATION: One of the needs I observed in this Beginning Theatre class is that it is attended by special needs students in many ranges and also that only some of the students aren't readily engaged in the class, meaning the way to motivate one student in the class may not work for another. I'm excited to try some fun techniques to get the students motivated and engaged, ascribing particularly to to the idea of cognitive and emotional arousal in hope of getting them at the optimal level. I'm planning on use some physical activities as well as showing clips of humorous content to pique their interest and getting them laughing. I also hope to show them that they have the potential to be just as funny if they find the right material and really practice.
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