After, reviewing all of the summative assessments I realized that a lot of the preservice teachers struggled with the matching questions. They mostly got the vocabulary and language development level and the meaning-based context and themes level confused. This made was not completely surprising since the descriptions were similar. Concerning the essay prompt all of the preservice teachers were able to identify that there are 5 acquisition levels and explain at least how one of the six key strategies could be used in the classroom. I would have preferred if they would have been able to give an example of each of the six key teaching strategies but since the question did not clearly state that I cant be disappointed with what I received as answers. There were a few answers where the preservice teachers went above my expectations and made up their own examples of how they would use the six key strategies in their future classrooms. …show more content…
I think the thing that would make the biggest difference on the lesson as a whole, would have been if we would have started earlier so we would have had more time to practice our scripts and make edits were needed. This would have improved the lesson as a whole since they we would have been able to slow down while we were presenting. The speed of our lesson is the biggest issue the preservice teachers wrote about on the peer evaluations. In particular, they really wanted us to slow down so they would have had more time to fill in the concept webs. Another, suggestion the preservice teachers had about the concept webs, was to have some of the already filled out so they did not have as much to fill in. This is a good idea now that I look back since then the preservice teachers would have been able to may more attention to what we were saying rather then what they had to write