Think reflectively about the micro-teaching lesson that you created and presented in class. Then, write a blog (300-350 words approx.) that responds to the following three key questions: why you found this lesson interesting and strong for your class, what you would have done differently due to differentiating instruction reasons, and how you would have incorporated more culture into it.


In order to earn full credit for this blog, you must also leave at least two comments (100-150 words each) on your peers’ posts. Please take the time to read what they wrote – you’ll find that you often have similar reactions to the teaching experience and can help one another a great deal through this first semester!



For personal blog: Thursday, November 21, 2019, 11:59 p.m.

For two comments: Tuesday, November 26, 2019, 11:59 p.m.

Views: 455

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                The micro-teaching activity you presented was clear and instructive in differentiation instruction.  Tomlinson (2001) states the importance of giving students not more work to do, and other less but instead finding an adequate form of instruction that would benefit heritage language (HL) and second language (L2) learners.  The lesson gave students a quality in learning, where they were able to participate and helped them develop their skills as well.  The activities were well developed and effective that created an inclusive environment.

                The video presented gave students the opportunity for students to acquire an overall idea of what the lesson was going to be about and the amount of colorful visuals can only help a student with its learning to keep them engaged and actively participant.


Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd Edition). Reston, VA: ASCD

In my third teaching lesson the topic that I chose (Day of Dead) was connected to the American tradition of Halloween. I found this topic very interesting because a student can identity this Mexican holiday of Día de los Muertos with similar aspects as shown in Halloween. However, Día de los Muertos is more cultural and students can add knowledge about this tradition to their life. This lesson was reading comprehension based, and students were supposed to add new vocabulary and understand the meaning behind Día de Muertos. As Tomlinson (2001) highlights,” All students need lessons that are coherent, relevant, powerful, transferrable, authentic and meaningful,” (p. 49).

For my presentation I used a small hook where I presented a video about the Día de Muertos where students had to listen to a song with facts about the tradition, this video guided them to answer the first activity of the presentation. This teaching act6vity helped me gain knowledge on how to properly develop activities based on a passage. For this teaching activity I also had the opportunity to differentiate activities for heritage learner students and challenge them to do more.

If I had the opportunity to teach this class again, I would like to provide or to bring meaningful items or objects to the class like pan de Muertos, traditional flowers, or have an activity for the students to create their own Catrina mask. This way this presentation would provide more knowledge of the culture that we are presenting. Also I will take into consideration the level of the students before to be realistic when I ask them to do an activity, for example in this lesson I was asking for 100 words which seems to demanding or too high for the students and I will bring it down to 75 to make it more realistic and authentic. (words 308)


Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd Edition). Reston, VA: ASCD.



                I enjoyed your lesson presented, it was clear and informative at the same time.  By presenting students with this specific topic, gives them the opportunity to learn about a very important event in México and their traditions which are different than the U.S.  The activities presented were very informative and culturally enriched which gives students the opportunity to differentiate how different cultures celebrate this Holiday.

                The activities were differentiated and precise, based on Tomlinson (2001) As educators, we know that each learner must make meaning of what we seek to teach, and know that meaning-making process is influenced by the student’s prior understandings, interests and beliefs.


Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd Edition). Reston, VA: ASCD.

Hello Evelyn:

     Your teaching presentation was well presented and very informative. The main topic of your lesson, “Día de los Muertos” has a lot information to share and you can create different activities for the students. Additionally, learning about this important event in Mexico can be a valuable learning experience for students. Students will explore, learn and compare the differences between Día de los Muertos and Halloween in the target language (TL). According to Tomlinson (2001) educators must provide meaningful lessons for their students in order to keep them engage and arouse curiosity in them to learn something new. Since students are learning new vocabulary, it is important to show them these new words in context. In addition to the visuals you included in your activities, students will be able to comprehend better the TL. (135)


Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd Edition). Reston, VA: ASCD.



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