Memorable Lessons!!

Memorable College Activity

Senior Ethics Class-


Each week we were assigned an ethical topic to write about and discuss with the class. We were required to speak in class and did not have the option to not share our opinion. Knowing that we were required to share put pressure on us but we also knew our expectation and rose to the occasion.


The activity of sharing in front of the entire class was memorable because it caused so much anxiety and stress. I did not like knowing that I was expected to express my opinion on ethical topics. I remember sitting there, sweating and nervous. I'm not sure that this activity prepared me for the real world. If I had been an ELL student I'm sure I would have felt even more stress and pressure.


The unique learning style was the open ended dialogue for the class to discuss and question ethical topics.


This was a whole group activity. As stated in the video #1, Vogt (2008) Structuring conversation for students in a group activity. My college professor did structure our conversation with higher level questioning.

Lesson I Recently Taught

Counting with Base Ten Blocks

This week in Kindergarten math, I taught a lesson about counting base ten blocks. Students were actively engaged by moving pieces on the whiteboard, writing onthe whiteboard, typing into the chat box and regularly using their microphone. When students are able to move pieces on the screen and consistently stay active, I get positive feedback from the students and learning coaches.

This lesson could be more memorable if we played a game together. When I play games with the students during lessons I find that everyone has more fun, including me.

The four language domains were incorporated. I showed the students a picture of the base ten blocks and asked if they recognized it from their math kit. The students took the microphone and talked about what they had done at home with the blocks. This activity accessed background knowledge. We included content and language objectives. The students actively used the microphone so that they had equal opportunity to use and practice language, which supports the following statement.
Echevarria, Vogt, and Short (2008, p.176) argue that for English learners, application must also include opportunities for them to practice language knowledge in the classroom. For example, it is appropriate, depending on students' language proficiency, to ask them to explain a process to a peer using a newly learned sentence structure or explain the steps in their solution to a math word problem by using key terms.

Paige AhToong