Transitioning of instruction. In hindsight, in person meetings to

Transitioning and time management were the main obstacles during
our presentation. Upon receiving feedback from many of my classmates, I learned
that they all agreed as well. Our group divided up the material based on each
member’s interests, but we did not account for the depth of the material
discussed therein. We assumed that since each section was largely independent,
and since we all were confident in our knowledge of the material, each member
could take care of their own part and everything would be fine. Israel Galindo
in Mastering the Art of Instruction
stated that preparation was the first stage of instruction and our seventh week
class discussions focused on this. With that we would have been able to identify
the four components of instruction to access our content and the process, which
I felt would have been better.

My section, for example, was the Seymour reading. It was an
average length, but the material integrated clearly with the context and
purpose of the teaching moment. During the presentation, I was overtly
conscious about my section, and tried to avoid talking too much about Seymour.
I found this made the transition from Seymour to Wimberley a little difficult
to follow. As Galindo stated and Dr. Haythorn affirmed, communication is
important to bridge that gap between what the teacher explains and what the
learner understands. As I considered the logistics, trying to ensure the
presentation flowed, I grew uneasy on DeVonte’s section as it took a lot of
time, and I didn’t feel his topics were as important to discuss. Though,
unsuccessful, I tried to communicate that we needed move on, even advancing to
the next slides. As such, Cameron was not given as much time on his section as
needed. 

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The necessary adjustments I would advise for a similar
learning experience are to communication, practice, and intentional planning
around the four components of instruction. In hindsight, in person meetings to
discuss the outcome, context, process (mainly our issue), and context would
have strengthen this teaching exercise. We have become so accustomed to
handling business through means of technology, that we felt our group
presentation could have succeeded this way. For weeks, we shared our ideas and
thoughts through emails, but little collective research. As the presentation
drew near, we scrambled everyone’s input together. Although I believe we
curated an effective group presentation that integrated media with effective
slides, we access the content and process. Emails are not substitutes for
meetings and working together in person, and should rather be a supplementary
method of communication and organization, rather than the primary.