TWS 8 Lesson 1

Section 1: Whole Class

A) For this lesson I used a kinesthetic approach. This was a science lesson was about motion and so
the students could explore motion in detail, having them up and out of their seats was the best
decision. There were stations set up around the room that different groups were able to
explore. The student had a chance to investigate with familiar and unfamiliar materials. There
were only 4 stations that used special objects and one station where they students were seated.
This help keep class management under control. I was able to keep an eye on all groups. There
was enough space this way, students were safe and still had room to explore comfortable. The
objects kept their attention, some more than other. The Spin tops were the students favorite
their least favorite was the yo-yo. There should have been more than one yo-yo used in one
area this way the stations were still able flow like their needed to.
B) When teaching the lesson the next time I will have more control of time management. The
lesson should include the amount of time each group can spend at one center, this will make
sure things are fair. Also have actually worksheets to go into the notebooks so that students
instead writing random things would have a place to put their answers. At the end of each
centers allow student to write the responses down. Those are the things that I could have
changed or implemented into the lesson to make it more effective.
Section 2: Three Individual Students
A) The student that was most successful for this lesson was my high student. This student was
most successful, because they had information from previous lesson. The student is
independent and able to spell, and good with helping others. The students independence was
used when they were at centers and I was attending to other groups. This was fine with the
student, because they are comfortable and confident in their work. By having the student in
groups with students lower than them. The students classmates would ask those questions
instead of running around the room and coming to me.
B) The low student for this lesson was my ESOL student. For the most part the student was
successful. The student was least successful in the during portion of the lesson. The student was
the least successful, because they were not sure what to write or how to write. The student
should have been had more attention at each station. Also for spelling purposes the student
should have had a live example to go by. The student normally does better when they are able
to copy or have clear example from the teacher. Not having these things more than likely caused
the student to be the least successful. The student was able to give the correct answer when
told to say it allowed, but not on paper. The best assessment for this student would have been
verbal accommodations.
C) My average was successful in this lesson. The student was successful, because they were in a
group setting that was most helpful to them. The student asked a lot of questions so that they
could have a better understanding. The student often second guesses themselves so the
questions were helpful. The student was also in a group that could help them if they asked
questions. Those are reasons as to why the student was successful in mastering the objective of
this lesson.
Section 3: This section was completed within the other TWS 8 examples.

Section 4: Reflection for Professional Development

TWS helps you actually see the work that you put into the lesson. It makes you think about your
previous and helps with developing the next lesson and making it better. The TWS also gets you
prepared for what is to come and keeping up with students documents, and what assessments work
best. I will be sure to look over my assessments and see which ones worked for the students. I will be
able to improve my observation skills, and use a different pre assessments other than observation. _