Miguel Derett - CO #3

November 13^th, 2018.

For my third classroom observation, I observed a group level 4C listening class. This class was taught by Mrs. Ah-young Kim. This class was an excellent example of how to incorporate a schema building exercise. The lesson began with the class reviewing questions from a passage, learning new vocabulary, and completing a matching exercise. These activities preluded the actual reading of the passage. These activities helped the students build prior knowledge for the reading passage. Finally, the class reads the passage aloud. The passage was about room design, specifically how lines can affect the “feel” of a room. What may have once seemed like an alien topic for these students now seems much more familiar and, more importantly, approachable. What is all the more interesting is that this reading activity, and its schema building activities, also serves as another schema building activity for the following part of the lesson. What I mean to say is that although the activities at the beginning of class were schema building activities for the reading passage, the reading passage itself also served as a schema building activity for the following part of the lesson. The next part of the lesson is a video lecture on color, and how it makes us feel. While the reading passage was not directly related, the topic of décor and how it influences our feelings does allow the two to be related. By the end of the lesson, the instructor assigned a comprehension quiz. In the end, this class was insightful as it showcased how activities can build upon each other. Activities do not only need to be random comprehension checks, they can also serve as a way to help students build their knowledge and understanding.