Professional Documents
Culture Documents
The instructional strategies did have the effects I intended. I was very pleased with the way the
students conducted themselves during the movement activity. There were a few sarcastic remarks
during it, but I could tell that the students were thinking about the question and formulating their
answer as they started walking. The remarks did not distract from the activity. During 5th hour, I
was able to discuss a misconception about the lab, that shaving cream is a solid rather than a liquid.
The students also put lots of thought into their writing and were quiet for quite a long time. The
needs of all the learners were met. Since I was able to teach this lesson to 4th and 5th hours, the
changes I wanted to make were made for 5th hour. These were discussed above in the plan
adjustments.
Assessment: What assessment processes did you plan and how did they work? What did you learn from listening to
student responses, examining their work or listening to their interactions? How well did your assessment procedures
inform you about student attainment of your lessons objectives?
The assessment processes I planned included observation throughout and the writing piece. The
observation worked well as I was able to make changes on the spot based on the misconceptions I
noticed. The writing piece provide me with concrete evidence of student understanding of the
lesson objectives. The assessment procedures informed me that the class as a whole was able to
meet the lesson objective, some with more detail than others.
Professional responsibilities: What did you learn from your cooperating teachers feedback on this lesson? How
will you apply it to future lessons?
I learned from talking with my CT afterwards that I still need to be more direct with my directions.
Instead of saying, you could write down this information as a sort of invitation, I should say you
will have a minute to write down the information on your paper. In this instance, Im not giving
the students an option whether they want to do it or not. My CT also commented about my
flexibility and ability to problem solve on the spot which usually doesnt develop until later on in
the profession. I will continue to work on the directedness in future lessons. One way I can do this
is by specifically writing down on my plan what I want them to do, this way I will catch the mistake
before it happens. Being proactive instead of reactive.
Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your
planning for future teaching?
I learned that by emerging the students into the concept more than once and in more than one
different form helps them to understand it more clearly and perhaps remember it easier. They can
connect to the concept through the method that they learn best. As for student assessing, sometimes
writing down their thoughts helps me to explicitly see what they know even though middle school
students are somewhat reluctant to write. If I used the writing strategy many times, the students will
eventually become used to it and their reluctance may subside a bit since they know its expected.
Setting those expectations at the beginning will come a far way and help the teacher later on. For
future teaching, I would like to ask my CT what the specific expectations are ahead of time so I can
follow and enforce them rather than just guessing about what they are.