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Reflection 4

1. The lesson went according to plan except one group needed more direction to stay on task. In the future, the teacher would have students repeat directions and check for understanding. 2. The teacher would have students repeat the directions to check understanding. They would keep the differentiated cubing activity since students enjoyed it. 3. The teacher was surprised that students enjoyed the cubing activity more than handouts and engaged better with the content.

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351 views

Reflection 4

1. The lesson went according to plan except one group needed more direction to stay on task. In the future, the teacher would have students repeat directions and check for understanding. 2. The teacher would have students repeat the directions to check understanding. They would keep the differentiated cubing activity since students enjoyed it. 3. The teacher was surprised that students enjoyed the cubing activity more than handouts and engaged better with the content.

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© © All Rights Reserved
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Savannah Holtz

April 7, 2016
EDE 4941.013
Professor Andrea Willson
Observation Reflection #4- CT Observation #2 Whole Group
1. What aspects of your lesson were implemented differently than you
planned? Why did that happen?
There was only one thing that changed slightly with this lesson
and that was one of the groups needed more directing to keep on task
then I had planned for. But I was a able to keep them as focus as I
could while still looking at the other groups. Looking forward I would
also make sure to keep track of who is participating in the group
discussions as a formative assessment and understanding of student
engagement.
2. If you were going to teach this lesson to the same group of students,
what would you do differently? Why? What would you do the same?
Why?
The one thing I would change for this group would be to have
them repeat the directions back to me as I went around to give the
groups their cubes. This way I could check for if they understood what
was asked; it was not an issue that came up but if I was to do this
again I would want to included it to be safe. I would keep the cubing

method the same; the student loved it and it allowed be to


differentiate for them really well.
3. What surprised you in your lesson?
One thing that surprised me about my lesson was how much the
student loved the cubing system I was trying out. They thought it was
fun and engaged with the content a lot better if the questions were just
on a handout.
4. Describe an instance or particular encounter that comes to mind. Why
did you pick that instance? What is so perplexing about that particular
moment?
The event I picked was when I had to bring a group back
together because of students not letting the others talk about the
question and share their ideas. It was very perplexing because
normally this group works very well together. Yet I was able to talk the
students through the issue and then continued to closely monitor them
to make sure no other problems arose.
5. What connections can you make to your lesson today from your
coursework, the literature, and any previous lessons or experiences?
The biggest connection that can be made is to my instructional
planning class where we are learning about differentiation strategies.
That is where I got the differentiated response cubes from.
Analysis
1. To what extent did the students learn what was intended? How do you
know?

The students learned what was intended in this lesson. I know


this because of observing the students, questioning them, and the
groups response to the provided questions.
a. In what ways were your teaching methods effective? How do you
know?
The teaching method was effective in the way I used open
ended questioning to guide students thinking without giving
them the answer.
b. In what ways were your activities effective? How do you know?
The activity was effective in the way it was presented using
the cubes as fun way to have the students answer questions, and
support or enrich or guide thinking.
c. In what ways were the instructional materials effective?
Having the students work together on the question using
one cube and one recording sheet was very effective in how it
made the students work together on the ideas.
d. How did any special considerations of the accommodations affect
the lesson?
Differentiating did not really effect this lesson because I
was building it on the idea that I had to differentiate for this
objective before I began the lesson and not trying to differentiate
the activity after it was planned for the students.
2. Identify an individual or groups of students who had difficulty in todays
lesson. How do you account for this performance? How will you help
this (these) student(s) achieve the learning objectives?
There were no students who had a major difficulty with this
lesson; however everyone struggled with the question compare your
point of view to that of Clara in the story they all got stuck on Claras

point of view. However after the activity I pulled the class back
together and explained the questions and had a whole group
discussion on the comparison which fixed this issue.
3. Identify an individual or group of students who did especially well in
this lesson today. How do you account for this performance?
There were only two student who did especially well in this
lesson; to account for this I would have them be the discussion lead to
expand the discussion of the group they were in.
4. Based on what happened in this lesson, what are the next steps? What
do you plan to teach next to this class? Be sure to explain how you will
use information from this evaluation in future lesson planning?
The next step for this lesson is to focus on finding a way to make
sure all students are participating in the discussion and answering of
the questions. Keeping this in mind I will use another text as apart of
another standard and give more focus on noting who is working and
who is not.

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