On December 3rd, my group did our peer teaching lesson on Music and Math. Throughout our lesson we talked about patterns, rhythm, skip counting, and singing. Overall, I thought our lesson went really well – especially the patterns and rhythm workshop. In preparing for the lesson, everyone from our group actively participated in the lesson plan creation, the creation of ideas and input, and how much we taught. I thought it was well balanced and fair.
My contribution to our lesson was the idea of teaching patterns and I was the one who found the worksheet and colours. As the intended grade of this lesson was for graded 1/2 students, I thought the idea of introducing patterns was a good idea in our music lesson as it is a core concept that is being taught in my Wednesday Grade 1 class as well as it is fundamental in music. I thought it worked really well together.
Just as I predicted, I thought my teaching of the material got better as the class progressed. I thought that would occur because as a teacher you need to be constantly adapting to your situation with students in your class and picking up new teaching methods. As I have only peer-taught my peers once in the term, I had to adjust mid-point to increase how well I delivered the information. Overall, I thought Mackenzie and I worked well together in the teaching of the patterns section. Mackenzie and I were not included in the teaching of the song “the ants go marching” but were involved in the planning and discussion of the song.
In our lesson, we embedded three First Peoples Principals of Learning. These three principals included learning involves patience and time, learning ultimately supports the well-bring of the self, family, community, land, spirits, and the ancestors, and learning is holistic, reflexive, reflective, experiential, and relational.
We embedded learning involves patience and time by revisiting the material being taught numerous times, going over lots of examples, asking if there were questions about patterns, and we also recognized that learning occurs over a series of lessons which is why this is a single lesson in a series of larger lessons about patterns.
We also embedded that learning supports the well being of self, family, community, land, and spirits, and the ancestors by providing multiple ways to represent learning. We know that some students are not able to represent their learning in the same way which is why we had students represent their learning on patterns auditory, visually, and kinesthetically.
Finally, we embedded the Learning is holistic, reflective, reflective, experiential, and relationship principal in our lesson. Students are able to experiment in our activities and see the relationship of digit placements while skip counting (in the song “the ants go marching”). Also, the presentation of their learning on patterns could have been done orally or visually which is a holistic way of learning.
Overall, I thought our lesson went well. We were able to successfully incorporate music and math into our lesson plan and also work together as a team to present a lesson.