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EDUC 540 Reflective Blog 2

Date: March 12, 2018

Blog:

Today was the day of my final observation. Over time, I have come to refrain from feeling
nervous or overwhelmed with observations due to the confidence that I have developed in my skills to
plan and prepare, maintain the classroom environment, instruct, and embody the utmost professionalism
in my role. With that being said, I was rather excited for today’s observation because I chose to approach
the lesson being observed in an alternative manner. The students have been working through their unit
on forces. Although assessments, report cards, and conferences had impacted the timeliness of
progressing through the unit, I was going to be pushing us forward into the next stage. The unit began
with an inquiry activity within which the students explored resources to develop a general concept of
magnetism and forces in a visual and physical manner. It was in this inquiry that the students considered
and tracked questions that they had about the topic. Through instruction, we were able to devise a list of
testable questions that the students created on their own. They were then organized into groups with
interest of topic and partners considered. The students began to research their topics through exploring
texts and resources on PebbleGo, as well as BrainPop. In this research, they had been taking notes using
a variety of strategies that I had taught them associated with those shared by Jennifer Serravallo in The
Reading Strategies Book. Strengthening note-taking skills could be observed. This research was
necessary and will be useful upon reaching the stage of analyzing experimental results from which
conclusions can be made, and associations can be made between their reading and observations. With
the background knowledge of the students in a developing stage, they were prepared to begin creating
procedures that would be used to conduct their experiments to answer their group’s testable question.
Therefore, my lesson today was intended to guide a sound understanding of the concept of a procedure,
or ‘how to’ writing given that prior exposure was limited.
Based on my own experiences as a child with writing instructions, I felt that it would be
necessary to initiate this task through using a familiar process to generate ideas of a strong procedure,
from which an exemplar and criteria list could be created that could guide their scientific writing. This
building upon prior knowledge would allow them to acknowledge the detail necessary in a procedure,
and make connections to how daily experiences they may partake in are associated with scientific
studies. In planning for each student to attempt to write a strong procedure on the same topic, this united
front would increase the collaborative opportunities, particularly in the co-creation of the exemplar and
criteria list. The background skills that were to be developed within this lesson would enable me to make
appropriate judgements as to whether or not the students would be prepared to plan and conduct science
procedures. To simulate these experiences, I also chose to design materials that were purposeful and
relevant, which would be a resource to guide the thought processes of the students. Their understandings
would be more sound in being able to physically carry out the procedure acknowledging every step that
is taken, while recognizing its relevance to a piece of writing. Beyond this, I felt that it was necessary to
structure the lesson in the backwards manner that I chose. By beginning with the acting out of a poorly
written procedure, I hoped to motivate the students to be detailed in their writing. In allowing them to
attempt to write their own procedures afterwards before explicit instruction and then reconvening for
collaboration, active engagement could be maintained.
Throughout the lesson I was very proud of the students for their behaviors that eased the task of
classroom and behavior management. This group of students amazed me with their consistent respect,
careful attendance to task protocol, swift transitions, and appropriate use of materials. No time was lost
to the need for management strategies to be implemented. I feel that this is a reflection of a positive
response to the lesson structure, topic, and activities. With that being said, consideration of this lesson
design due to the the behavioral and instructional successes will be taken into account in future lesson
planning.
Much like the successes observed within the classroom environment, the instruction that took
place resulted in equal, if not greater achievements. From the opening activity, the students were
immediately engaged and excited to take on the task of writing a procedure. The entertainment of me
putting my coat on wrong due to poorly written instructions resulted in laughter, but more importantly
the swift identification of details in which the procedure fell short. After brainstorming transition and
action words, as the students took on the task to attempt to write strong procedures, all could be seen
using the tools provided in an appropriate manner by acting out the task, pausing after each step that was
physically carried out, and writing these ideas on the procedure template. As I traveled around the
classroom gathering data and supporting students after I completed my work with a group of students at
the rug who desired additional guidance, I continued to see the specificity that was desired. The
opportunity came for the students to trade procedures with a partner who would carry the steps out as
literally as possible. Through discussion and reminders prior to the task, the students could be heard
providing feedback to their peers by posing questions and offering suggestions for modifications should
any details have been missing. In reconvening to create an exemplar and criteria list, the students were
able to identify each stage necessary for making a peanut butter and jelly sandwich. There is evidence of
this in the document provided. The exemplar procedure was carried out by me, and the students
determined if each step was at a ‘not yet’, ‘starting to’, or ‘yes’ level from which adjustments were made
if necessary. As I encouraged the students to more closely analyze the exemplar, through turning and
talking, the students collaborated to co-create the criteria list that can be seen in the other document that
has been shared. With the exemplar and criteria list that has been produced, I feel confident in the
students being prepared to write drafts of their science experiments tomorrow.
Given my close analysis of the completed worksheets, goals that have been set by the students,
and co-created documents, the achievement of this lesson’s goals exhibit that the students have
developed the necessary skills to write their scientific procedures. Tomorrow the students will be able to
use their peanut butter and jelly sandwich procedures and the co-created exemplar as ‘mentor texts’.
Once a draft has been created within their groups for the forces projects, the criteria list can be used to
self-reflect on the specificity of the plan that has been created for the experiments. This reflection will
allow the students to set goals and make the necessary revisions in order for the experiments to be
carried out properly, as well as be reproducible by any other individual interested in observing the
results of the testable question that the procedure addresses.

Domains:

Although I feel that all domains are represented in my blog post, I wanted to focus on my use of
questioning and discussion techniques that I have made an effort to include in lessons more frequently.
In the opening activity, I included students within my modeling of a poorly written procedure by
questioning if I followed the steps accurately, and if that resulted in the coat being on properly. This
questioning required deep thinking in that the students had to analyze the example that I was exhibiting.
There responses were consistent and accurate, with a sense of excitement for the approach I took.
Beyond this, prior to allowing the students to attempt to write procedures independently, I used higher
level questioning to guide the students to consider what procedures are, they purposes, how they are
created, and how to devise a strong procedure. The students turned and talked to brainstorm initial ideas
that I suggested that they explore during the activity. Upon reconvening after the students had time to
write procedures for making peanut butter and jelly sandwiches, as mentioned, we collaboratively
created a strong procedural exemplar. I used questioning during their ‘turn and talk’ opportunities for
them to make determinations as to what details were necessary to properly guide the reader through each
stage. I reinforced these discussions through the literal following of their directions so that they could
reflect on their ideas and use self-questioning to make the appropriate choices. In the last phase of
questioning, the students were posed with, what makes a strong procedure? They used their procedure
drafts and the exemplar using higher level thinking to consider what general points should be listed on
the criteria chart that could guide future procedural writing. Their questioning led to a detailed list being
produced during which no prompting was necessary. It was impressive that the students were fully
capable of using their learning and background knowledge to develop a thorough criteria list that
supported their continued scientific development. With that being said, I feel that the consistent
questioning and discussion techniques utilized within the lesson led to self-regulated learning such that
explicit teaching was not necessary. The students were able to formulate their own accurate perspectives
based on the appropriate questions that were utilized on my part. I was able to support their learning
while maintaining student participation, which was necessary for engagement purposes. The result was
an experience that optimized their development associated with writing and science that would allow
them to work towards the next phase in their unit on forces.

Themes:

A theme that is evident in the lesson discussed in this blog post is that of communicating with students
in domain three. When implementing the lesson, through the opening activity and discussion the
expectations for learning became clear. It was necessary that the students used the lesson’s task to
determine that aspects of instruction that go into creating a strong procedure that can prevent any
miscommunication or misinterpretations of steps that would result in the inappropriate, or undesirable
outcomes as I exhibited to them when putting my coat on wrong. I explicitly indicated to the students
that it was their task to create strong procedures independently that could be used to create an exemplar
and criteria checklist that would guide them in future endeavors. Thus, the students were aware that their
efforts during the activity were to be reflected on and shared when reconvening. The clarity of directions
and procedures on my part that were addressed clearly, expressively, and appropriately led to
engagement and confidence that could be observed and analyzed through the contributions that each
student shared in the collaborative work. With that being said, I feel that communication with the
students was at the distinguished level due to the achievements of the learning targets and materials
produced at the conclusion of the lesson.

Impact on Student Learning:


My teaching in the instance described resulted in cognitive development based on the academic
achievements that were exhibited, which was particularly evident in the co-created exemplar and criteria
chart. Had this lesson on writing procedures been approached differently, I feel that the students would
have been more likely to struggle to understand the purpose and process of procedural writing, which
would in turn negatively impact their ability to progress to the phase of conducting the experiment in a
timely manner to receive data that supports or disproves their hypotheses. The students needed to be able
to make connections to this learning, and use their inquiry and background knowledge to develop an
understanding of such writing in a more natural situation before utilizing their skills in a more
challenging and applied scientific experience. Due to this instructional approach, the students developed
a confidence in their abilities and understanding that will help their work in the next lesson that will
involve writing science procedures for the testable questions selected in their unit on forces. In analyzing
their procedures written before the co-creating materials and reflecting, all proved evidence of the
appropriate development, and in setting goals based on their reflections, I would determine that their
learning was positively impacted with no need for reteaching or interventions. As a result of the
instruction and associated learning, the students will be more engaged and motivated given that their
background knowledge and co-created materials will appropriately support them in the next phase.
Based on the success of this lesson and its approach, I will consider this design in future lesson planning
experiences

My learning:

I learned that students can truly learn a lot from having the opportunity to experiment through inquiry. I
had previously questioned allowing students to enter inquiry activities without any source of guidance or
instruction. To feel comfortable with this, I chose to prepare the students by quickly exhibiting to them
the result of a poorly written procedure. This would generate questions and motivation to identify what
they would need to do during the inquiry process to prevent such mistakes. With this, I felt confident in
the students being capable of approaching the lesson’s activity without confusions or hesitancy. The
addition of the pretend sandwich materials supported the inquiry process that they were to be involved
in. With this positive experience of controlled inquiry, when given the appropriate opportunity, I feel that
this is a great task to involve students in from which concepts associated with learning targets can be
developed without the need for explicit teaching. I provided the students with an experience that was
appropriate given their abilities and necessities for management. The results proved the success in this
strategy through the strong procedure exemplar and criteria list that was co-created. If I choose to
implement similar inquiry activities in future lessons, I will follow this backwards lesson structure that
will involve an activity at the end in which I can analyze the growth that has come out of such inquiry. It
would then be interesting for me to experiment with and analyze the development that comes out of the
following types of inquiry:
My goals:

As I am almost on to the next stage in which I must find a job and carry my skills I have developed as an
educator with me, I am setting the goal to always take part in reflective opportunities such as these
reflective blogs, the reflections in the final portion of Drexel’s lesson plan format, and the reflections
that have naturally taken place on my part and with my mentor teacher. I always have held the
perspective that I will never stop growing as an educator. I will face new experiences with each group of
students who will respond to instructional and assessment strategies in diverse manners. My reflections
will enable me to grow by coming to know my students better ability- and interest-wise, while also
considering the successes or failures of my instructional choices. Through anecdotal note-taking that can
supplement my reflections based on observations, I can implement new strategies the following day and
interventions that will benefit the understandings of the students. This makes it critical to be
knowledgable of the variety of approaches and theories that can be implemented, while seeking out
professional development opportunities to learn about new research-based strategies. With all of this
being said, the strategies used in the lesson described in this blog post may have led to optimal
engagement and learning in this context, but in a different situation, or with a new group of students, an
alternative may be necessary. Thus, a new strategy may have to be tried. Overall, it is my reflections that
will enable me to ultimately make choices with the best interest of the students in mind.

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