Microteaching Reflections

 I enjoyed teaching this lesson. After assessing myself and received my colleagues' feedback, some points I will consider next time I plan a lesson:

- To start with an overview of what will be covered;

- I would explain a bit more about about the physics of countersteering;

- Share the video links with students so they can watch them again later if needed,;

- To leave time at the end for questions;

- I will end with a summary of the main points covered in the lecture. 

Microteaching Lesson: How to Countersteer on a Motorcycle

 

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Lesson Plan: How to Countersteer on a Motorcycle

Lesson Overview		Instruction
Learning Objectives: • Students will understand the concept of countersteering on a motorcycle. • Students will be able to demonstrate countersteering techniques through a physical simulation activity. Curriculum Points Being Met: • Safe motorcycle handling and obstacle-evasion techniques. • Understanding of vehicle dynamics related to two-wheel transportation. Learning Objectives: 1. Cognitive Objective: Students will comprehend how countersteering allows for effective turns on a motorcycle, even though the techniques seem illogical. 2. Psychomotor Objective: Students will physically simulate countersteering in response to obstacles. 3. Affective Objective: Students will develop awareness of safe riding practices in dynamic road conditions.		How Objectives are Being Met: • Cognitive: Through verbal explanation and demonstration of countersteering. • Psychomotor: Through an interactive activity involving arm movement to simulate countersteering. • Affective: Students will reflect on how countersteering is essential for avoiding obstacles safely. Terminologies/Definitions: • Countersteering: A technique used by motorcyclists to turn by pushing the handlebars in the opposite direction of the desired turn. For example, pushing the right handlebar causes the bike to lean and turn right. • Lean Angle: The angle at which a motorcycle tilts to initiate a turn. Materials Needed: • A whiteboard or chart to sketch the concept of countersteering. • A computer to play a video • An open space where students can freely extend their arms for the exercise.
Lesson Plan Outline
1. Introduction (1 min):    Ask students to show with their arms how they think they would turn on a motorcycle. This will help identify any misconceptions. 2. Explanation (3 min):    Introduce the concept of countersteering. Explain that pushing the right handlebar will lean the motorcycle to the right, while pushing the left handlebar will lean it to the left. Illustrate using a simple diagram. Play the video that demonstrates this phenomenon. 3. Interactive Activity (3 min):    Have students extend their arms as if holding handlebars. Call or point out various directions and have them react by quickly deciding which way and how to countersteer.		4. Assessment (2 min):    Conduct the activity with students closing their eyes to simulate real-time reaction without visual input. Provide feedback based on their reactions. 5. Bonus (if time permits - 1 min):     Advanced techniques to take corners at higher speeds. Assessment: • Formative:   1. Observation during arm simulation exercise.   2. Correct and quick reaction during the obstacle simulation activity. • Summative: Feedback from students on their understanding and demonstration of countersteering.
Post-Lesson Reflections	• Was my explanation of countersteering clear, and did students grasp the concept quickly? • Did the interactive activity engage the students and help them simulate the real-life action of countersteering? • Could the students make the connection between the physical movement of their arms and how it affects turning on a motorcycle?

 

Battleground School

 The first point I stopped at was close to the beginning. While reading the discussion on the perception people have of those who excel at Math, I immediately started to think of how this is one of the main reasons for the shortage of Math teachers. It was nice to see that that discussion was coming up on the next pages. I feel its crucial to change this view of Mathematics. Without it, we will continue to see a shortage of Math teachers. And, as the paper points out, Math will continue to be taught by unqualified teachers. If the people teaching Math do not have the training on how to teach Math in a way that students enjoy and learn, then we are stuck in a vicious cycle that seems

It was very interesting to read about how Mathematics education has transformed over the past century. I found it quite surprising that the "New Math" movement of the 1960s was motivated by the need to beat the USSR in the space race. Though it's unfortunate that the changes and advancements brought into the educational systems were fuelled by politics, it helped introduce new and more advanced topics into the world of Mathematics education. Perhaps if, from then, the focus was on changing the approach to Mathematics to student-focused, we might have been in a different world of Mathematics today.

Lastly, when the discussion of NCTM came up, I decided to take this chance to look in it. I had heard the name before, but was unsure as to what exactly the NCTM does and offers. After looking through their website, I found that teachers can benefit from the NCTM website by accessing a many types of resources to help in math instruction. The site offers lesson plans, classroom activities, and professional development opportunities to improve teaching skills. Teachers can also join communities, join math education conferences, and access different research articles on new Mathematics developments and advancement. Additionally, the NCTM provides grants and awards to help teachers fund creative and innovative classroom projects. It's definitely something every Math teacher needs to be a member of.

https://www.nctm.org/