ED 201 Lesson Self-Assessment

Name: Jessica Borkowski

Lesson Topic: Addition sin! re!ropin!
Date "#ser$ed: 10%&%12
Sc'ool%(rade Le$el%Nm#er of Stdents Ta!'t: )'itman%*
rd
(rade%& stdents
+ooperatin! Teac'er Name: ,rs- .o#ers
/lannin! and /reparation:
0AEA: +onceptali1ation2 Dia!nosis3)TS: 1243D5S/: .espect2 .esponsi#ilit62 .eflection7
How did your lesson design reflect what actually happened in the lesson? What did/would you have
changed? Were you able to teach the lesson in the allotted time? Why or why not? Were your lesson
objectives clearly stated and describe what your students actually learned?
The goal of the lesson was to have students add two digit numbers using regrouping. The students that I
worked with had been exposed to this concept previously but had been struggling with the concept. The
students were able to work through the problems successfully using the base ten blocks. In the future I
would place less blocks out for the students to use, they go distracted on occasion with so many on the
table. I would also have limited the number of questions to 5-. They did not have enough time to go
through all of the problems during the !5 minutes. The students were able to add two sets of numbers
rather successfully but needed extra time to figure out the problems that consisted of three sets of
numbers. I would change the worksheet to have only two problems with two sets of numbers and leave
the remaining problems with three or more sets of numbers. "y lesson plans ob#ective was clearly stated
and students did learn how to add two digit numbers using regrouping. They were also able to use the
terms regrouping and trading during the lesson.
Learnin! En$ironment:
0AEA: +oordination2 5nte!rati$e 5nteraction3)TS: 22*2&3D5S/: .espect7
How did you encourage student participation and elicit responses from all students? What strategies did
you use to manage and monitor student behavior? How did you engage them in responding to you and
each other?
In my introduction to the lesson I told the students that I was going to be making cookies for the students
in my classes at school and that I needed their help planning out how many cookies I needed to make.
This grabbed their attention because they all liked cookies and they wanted to help me solve my problem.
$efore we started recording I went over the expectations of working in the group. %e also talked about
the camera and that they should pretend it wasn&t there and before we began the lesson they were allowed
to be goofy on camera to get their sillies out. 'uring the lesson, I would give reminders to the students if
they were of task. (t one point only one student was ready and I pointed out that I liked what he was
doing, they rest of the students soon followed the directions. Through out the students working time I
checked in with each student to have them show me how their process of regrouping. )alf way through
the work time, we all checked in with each other and compared answers. *ne student did not have the
correct answer and I asked her to show her process and for the other students to chime in if they had a
question. %hen she got to the step that she where she was incorrect, the other students chimed in and
reminded her of the correct way to regroup. +he was then able to correctly finish the problem.
Updated 10/20/1
+lassroom 5nstrction:
0AEA: +ommnication2 +oordination2 Dia!nosis2 5nte!rati$e 5nteraction3)TS: 829243D5S/:
.espect2 .eflection2 +ommnication7
What strategies and/or procedures did you use to assist students in learning the lesson content? How
effective were those strategies/procedures in helping students learn? What changes or adjustments did you
need to ma!e during the lesson?
To help students learn the lesson content I first got them interested in the sub#ect matter during my
introduction. I also allowed the students to use the base ten blocks to help them visuali,e the regrouping
and trading concept. I also asked them to show me their process. 'uring the lesson I noticed that the
students were having a difficult time adding more than two sets of numbers. To help the students visuali,e
this concept, I gave them each a number to make with their base ten blocks. *nce each student had made
their number we combined the blocks together and then went through the addition steps using trading.
$y breaking it down into simpler steps the students were able to grasp the concept.
Assessment:
0AEA: Dia!nosis2 5nte!rati$e 5nteraction3)TS: :2;3D5S/: .espect2 .eflection2 +olla#oration7
How did you !now if the students learned what you taught them? What did you learn from listening to
student responses" e#amining their wor! or observing their interactions? How well did your assessments
connect to the lesson objectives?
Through out the lesson&s work time I checked on the students to make sure they were trading and
regrouping correctly. I also would have students show me their process to reaching their numbers. (t the
end of the lesson we closed out with working together as a group once again to answer the last problem.
I also had the students record their work on the worksheet so I can reference it later if needed. The
assessment connected well with the lessons ob#ectives. %hile listening to the student&s responses I
learned that the students were okay with adding two sets of numbers but needed more work with adding
three or more sets of numbers. I also learned that one student understood the concept but -acted. like
she didn&t get it. %hen I had her show me her work, she did everything correctly/ she #ust needed that
extra boost of confidence from me.
/rofessional .esponsi#ilities:
0AEA: +ommnication2 5nte!rati$e 5nteraction3)TS: 103D5S/: .esponsi#ilit62 +olla#oration2
+ommnication7
How did you see! feedbac! from your cooperating teacher? What did you learn from his/her feedbac!
and how did you apply it to your lesson?
%hen planning my lesson, I asked "rs. 0obers what the class would be working on in the following
weeks. +he provided me with resources for the math concepts that the class would be covering. +he also
showed me the teacher&s version of the textbook. Together we decided that I would do a lesson plan on
adding two digit numbers using regrouping and trading. %hile planning the lesson plan, "rs. 0obers
gave me feedback that she would be introducing the concept to the students and the students would have
been working with the concept for a couple of days before my lesson plan. $ecause of this I planned to
do a review activity. $efore I planned to do my lesson plan, I emailed a copy of the lesson plan and
worksheet to "rs. 0obers for review. +he provided feedback that the lesson plan would work for students
who were struggling with the concept. $ecause of the students I would be working with, I decided to
incorporate the base ten blocks, so these students had another tool to help them visuali,e the concept.
Updated 10/20/1
Smmar6 .eflection:
What did you learn about teaching" student learning and assessing from this lesson? How would you use
what you learned for future instructional e#periences? $ased on this lesson" what Wisconsin %eaching
&tandard represents your area of greatest growth this semester? What standard represents an area of
further development for you? Why?
1rom this lesson I learned that I need to be aware of my time and have good time management. 'uring
the lesson, I found that students needed more time on some problems than others. I did change the lesson
during the middle of it/ from this I learned that you have to be flexible. If students are understanding a
concept, then move on to the next step and don&t move on if they are not getting a concept. In my lesson,
students easily understood adding two sets of number, but not three or more sets of numbers. I changed
the lesson plan to provide more support in the area they were struggling with. I learned that #ust because
the students understood the concept of regrouping in on type of problem did not mean that they would
understand it a different type of problem. This showed me to be prepared for this and to expose the
students to different types of problems when covering a new concept. I think a standard that I show
growth in during this lesson plan is -2adapt instruction to meet the diverse needs of pupils2. 'uring
my lesson, I observed a student who demonstrated the concepts correctly when working on her own, but
when I asked her how she was doing, she said that she didn&t understand it, I asked her to show me her
process and gave her positive feedback. This gave her the confidence she needed to continue with her
work. I also incorporated the base ten blocks because this gave another tool for the students to use to
visuali,e the concept. The standard that I would like to develop further is -2variety of instructional
strategies2. I would like to incorporate technology in my next lesson plan. I am use to traditional
teaching. %hile I use technology in my own daily life and know of some great digital tools to use in the
classroom, I have not used them in the classroom setting yet. I am excited to possibly use some of these
tools in my next lesson plan.
Updated 10/20/1