Reflection Conference

Teacher: _Tyler Alessi__________________________ Date: __12/9/2018___________

Date of Observation: _12/7/2018____________ Time: _8:30am ________ Subject/Grade: __3rd

Writing______

* Please bring this completed form with you for your post conference.

1. Did the students learn what you intended them to learn? How do you know? (3d)

Yes, most of the students learned what I intended them to learn. I was able to assess the students understanding

of plural nouns and abstract nouns when I graded the Scoot answer sheets. In regards to the personal narrative

writing, the students will require some continued review of some basic writing conventions and stamina. However,

upon reading the final drafts of my students personal narratives, I found that most papers displayed a solid

understanding of the components of a good personal narrative.

2. How did you provide feedback to your students during or after the lesson? (3d)

I was able to provide some feedback during writing conferencing. When I was not conferencing, I was able to

walk around the classroom and assess the progress of some of the students, especially those who I believed may

be struggling. When I noticed students who were struggling, I called them back to the conferencing table to help

guide them in their writing.

3. As you reflect on this lesson, how were the students cognitively engaged in the work? (3c)

I feel like the lesson successfully kept most of my students cognitively engaged. During the Scoot game, I scanned the

room regularly to ensure that the students were working and also to ensure that they were actively engaged during the

activity. While I felt that the students were mostly engaged during the writing lesson, I did recognize that it was difficult

to ensure that students were on task during the conferencing time. I will be researching some ideas to more effectively

survey student learning during conferencing and small group time in the future.

4. How did the instructional strategies you chose support student learning? (3c)

Rev. 8.27.18
 Being that this was a summative assignment, most of the instructional strategies utilized were

used prior to beginning this lesson. Collaboration greatly supported student learning during this

lesson. It promoted respectful dialogue among the pairs, as well as practice with revising and

editing skills. I also used questioning strategies during conferencing to help guide students with finding their story or

helping move their story along.

5. Did you alter the lesson or adjust the outcomes as you taught the lesson? If so, why and how? If not, why not?

(3e)

I did not alter the lesson as I taught it, but I did have to alter the Scoot game the day prior. Due to the assembly schedule

earlier in the week, I was unable to teach Possessive Nouns. I decided to proceed with Scoot using plural nouns and

abstract nouns. I will be teaching possessive nouns separately. Due to the writing assignment being a post-assessment,

the procedures did not call for any alteration.

6. If you had the chance to teach this lesson again, how would you increase the level of rigor? (4a)

I feel that this lesson exhibited an appropriate amount of rigor. Had this been a lesson that was not a summative writing

assessment, I would more of an opportunity to reflect upon how to make the lesson more rigorous.

7. Based on what you’ve learned about your practice, throughout this process, what are you taking forward for use

in future planning? (4a)

Prior to this lesson, I did not utilize a sign-in sheet for conferencing. It prevented students from interrupting my
conferencing to ask "quick questions". I also changed the way that writing partners were assigned. Previously, I had
randomly assigned partners prior to beginning the writing lesson. However, this time, I had students use a sign-up sheet
that students used to sign-up when they were ready to work with a writing partner. The problem I noticed with the way
that I was doing the partner assignments before was that the pacing with some pairs was off, which left many students
sitting around and waiting on their partner. This new way of partnering students almost completely eliminated this
issue.

Rev. 8.27.18