Lesson Review Form ECED 329 A typed lesson plan review is due to the University Supervisor one week

after teaching the lesson. Please attach a copy of the lesson plan to the review. Address each of the following points with specific examples from your experience teaching the lesson. Write in narrative form. If you did not address one of the following when teaching your lesson, explain why. If you intended to address a point but did not, explain how you would do so if given the opportunity to teach the lesson again. Name __Jordan Suber________________ Lesson Topic __Bullying EEDA/SSCA_________ ______ Todays Date __3/8/13______________________ Date of the Lesson ___3/8/13________________ 1. State one objective and describe the ways in which your students met that objective. My objective was, Students will successfully be able to list ways they can stop bullying in their school. After reading the book, Horton Hears a Who, the students had a wonderful understanding as to what a bully was and what bullies do. I had them discuss the ways that Horton was being bullied throughout the story and I really think talking about the characters in the book being bullied was easier for them to talk about it. After we talked about Horton, they started giving me other examples in real life situations of bullying. Not only did we talk about bullies, but we discussed what being a buddy is. We talked about how if you are a buddy then you can help people that are being bullied out when they are in trouble. At the end we all signed a poster which said they were bully free. 2. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. I began the lesson asking them about things that I knew they had been studying. For example, I asked them about the front cover, back cover, spine, and title page to cover what they already knew. I also asked them about what the author does versus what the illustrator does. We talked about the job of both for a few minutes. Now that I knew they definitely had the basics of a book down pat, I introduced the book to them. We talked about how it was Dr. Seuss week and we talked about how they knew it was wrong to bully. After doing this, they had an understanding and transitioned well into what we were doing! 3. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. To read the book I used large group at the rug. Then I grouped the students by their seats at their tables for the activity. Since we went step by step as a class to do the activity, I did not feel like I needed to group them any certain way by performance. I thought this way because if they all paid attention, then they all should know what to do without help. 4. Describe one way in which you addressed the individual needs of one child or a small group of children. I have a student who wears eye glasses every day. I addressed her physical need at the beginning of my lesson by allowing her to sit up close on the run while I read the book. By allowing her to do so, she was able to see the text more clearly. 5. If your management of the lesson presented difficulties, what were they and how did you handle them?

The only difficulty I found when doing my lesson was the direction giving that I did. I caught onto it very quick and corrected on number two. I gave them vague directions and some students were still using the thumbs up/down from number one when we did number 2. After I caught myself I thought that by having them point to it, they grasped the understanding that we are on the next question. 6. Describe your assessment process and the ways in which the process provided/did not provide you with an accurate evaluation of how well the children learned the content. Before lesson the lesson I asked each child, What is bullying? This was my pre-assessment to see if they actually knew what the word meant or referred to. This pre-assessment worked great because there were some of my students who did not know what bullying was. This let me know who to really focus on during my lesson. During my instruction, I asked them questions about how the characters are bullying each other and tested their knowledge on bullying. This was a good during assessment, but I find it hard to take notes while I am teaching or reading because I dont want to stop in the middle of my lesson. After my lesson, the students completed a large group activity where they will decide if during a certain scenario whether the person is a bully or a buddy. They also signed a poster stating that they would be bully free and they look at it during class sometimes when people are being mean to each other. I felt like my assessments provided me with the knowledge I needed to know to properly teach this lesson to my students. 7. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. I feel that the students were involved with a variety of developmental realms. While I read the book and asked questions, they used their sense of listening and inquiring what they heard to answer questions. 8. Identify the dimension of multicultural education (i.e., James Banks notion of content integration, knowledge construction, prejudice reduction, equity pedagogy, or empowering school culture) that was most critical for you to consider as you taught this lesson. Why do you believe your chosen dimension was most important for this learning experience? Knowledge construction was the most important multicultural dimension of education because I had to address standards to students that are all on different performance levels. Having them use their knowledge to complete some of the work I asked of them was almost oblivious to a few of my lower level students. Their minds are a different construction than most of the others. I have students in my class that will stare at you hoping you just give them an answer for free. It was critical for me to understand how they learn the best to build their knowledge of the lesson. 9. When you teach your next lesson, what teaching strategy will you work to improve? I plan on working on giving very clear details. I feel like sometimes I may assume the students understand what I am referring to when they really dont. For example, I will have them use their finger and point to the number we are on and make sure we are all on the same page. 10. How would you rate your implementation of this lesson? Very good Satisfactory Fair

Why would you rate your lesson this way?

I would rate myself as very good for my fourth lesson. I feel like I deserve this rating because this is by far the smoothest lesson I have had yet. I know there is always something to improve on but for the most part I really enjoyed this lesson and was proud of myself for the job I had done. I had one mishap during the lesson where I found that the instruction I gave the class during the activity was not as detailed as it needed to be but after I found that out I quickly fixed it for the rest of the activity.