Response 2 Domain 1-Planning and Preparation

By Lisa Fruchtman
EDUC 410- Student Teaching

When reflecting on the planning and preparation of my lesson, I turned to the

Student Teaching Observation Rubric and looked at Domain 1: Planning and Preparation.
Under 1a. It lists that I demonstrated knowledge of content and pedagogy (Danielson,
2013). For this personal lesson, I believe I score higher in this category. I believe I have a
deep understanding of the prerequisites and skills by stating what the students should
know prior to starting the lesson. I am comfortable and knowledgeable that the children
learned number bonds in chapter 2 as well as making number patterns in chapter 1. I
anticipated student misunderstanding by listing common errors that may occur
throughout the lesson. Under 1b. Demonstrating knowledge of students, I believe I
represented that I have knowledge of child development and have used it to plan
instruction by going through the concrete, pictorial and then lastly, abstract stage. I fully
understand that a child should not move on in the sequence if one has not mastered that
type of instruction first. I learned this from prior feedback that I have received when
implementing a math lesson previously that followed the same concrete-pictorial-abstract
steps. We discussed the importance of being sure the students are ready for the next stage,
and how it is perfectly okay to work with a student in the area of need until complete
understanding. To show knowledge of development, I will assess prior knowledge
through questions and answer. By doing this, I can be sure the students know the prior
knowledge before beginning the lesson. I show my awareness of students interests since
it is the fall and this lesson is about apples. Student choice is provided by allowing them
to choose which color apples they would like, and where they would like to place them
on their tree. I care about their needs by being sure I am accommodating all students in
the classroom that may need to be accommodated. I am using both microphones for both

of the students that are hard of hearing. I am aware of those that may need extra
guidance, by providing them with extra manipulatives, explanation and my time
throughout the lesson as well as afterwards. I was aware of cultural backgrounds, because
one of my students practices under Jehovahs Witness. I would usually do a Halloween
lesson, but instead I changed it to be appropriate for the season, which all children in my
classroom can celebrate the joy of.
This lesson is measurable in the fact that I will be able to constantly monitor my
students by them using the laminated dry erase boards, as well as dry normal erase
boards. I will also be able to measure their understanding through their written work, on a
scale of 4,3,2,1, This would be decided based on whether they included the accurate
number of apples on their worksheet to support their number sentence, that their number
sentence is accurate, and that their number bond represents and supports the picture as
well. For every one of the three components that are not there, the students score will
decrease by one. 4 is advanced, 3 being proficient, 2 is reaching proficiency, 1 is limited
evidence of concepts taught, or below proficiency. These are also tested with our
homework for the day as well. Heidi Goodrich Andrade, the author of the Journal article
Using Rubrics to Promote Thinking and Learning (2000), opened my eyes to why
rubrics are important. Within this journal article it explains how rubrics are great for
providing students with more informative feedback. Andrade (2000) also believe rubrics
support thinking and learning by allowing the student to self reflect and showing how
rubrics allow students to ensure they are doing their best learning.
I used various resources in this lesson to enhance my instruction. I used my
number bond laminated boards, as well as, hard stock cut out apples to promote

independent learning. I also used the tree work sheet to visually enhance the lesson for
those who need something more visual than just separating apples. I think a background
such as a tree helps draw the lesson together. I will also be using our projector (usually a
smart board but that is currently in the process of being installed) to enhance instruction.
I believe I designed instruction that is aligned with instructional outcomes by carefully
bringing my students through the steps of learning to reach our objective and cover our
standard. In kindergarten, these students were working on representing addition stories
with small whole numbers. By the end of this year the students will be adding 2-digit to
2-digit numbers to 100. This lesson, is for the very beginning of this process, and is a
great start to lead us to the end of the year. Following this year, in second grade, the
students will add 3-digit to 3-digit numbers to 1,000. Being aware of the previous and
future skills allow me to design my lessons appropriately to be sure the students are
prepared for what is to come in the following grades. It also allows me to back track and
re visit certain skills for those that may need extra help. I differentiated the lesson where
appropriate in terms of those students that are hard of hearing, need extra help, or need
more advanced work. I will be sure that when we approach the problems that are usually
more difficult, I provide the support to those who need it.
In terms of assessment I will be evaluating the understanding of my students by
walking around the room during all parts of our lessons for individual attention. The
assessments are going to measure if all students meet learning outcomes on a 4,3,2,1
scale, which includes written explanations of what the student must provide in order to
get a 4,3,2, or 1. My assessments are used to guide instruction, since the tree they are

handing in was the activity throughout the lesson as well. I used both formal and informal
assessments with worksheets and their tree project.
Overall I think I really planned and prepared well for my lesson. I also believe I
thought about the ins and outs of teaching in terms of management of the classroom and
procedures that need to take place throughout the lesson. I really believe that my Coteacher has been modeling such great classroom management and that is where I have
gained most of my skills in that area. I feel as if it was extremely well thought out and
can already see an improvement in my planning and preparation in my lessons since
starting student teaching. I believe I could improve in some areas such as my
assessments. I need to learn and seek out different assessments. I believe it would be
interesting to incorporate a project or presentation into math, I just feel unsure how I
could go about that for this specific chapter. I also believe I could improve in my
instructional outcomes. I feel as if I met the needs for the students and challenged
students to think on a higher level, but I feel as if I lack differentiation for various
students interests in needs. It is hard to involve interests within math. I think I slightly
did this through incorporating the season of fall, using apples, with math. I am excited to
further improve my planning and preparation skills throughout this quarter. All of my
artifacts are located on my lesson plan.

References
AndradeH.UsingRubricstoPromoteThinkingandLearning.WhatDoWeMeanby
Results?2000;57(5):1318.

Danielson,Charles,trans.TheFrameworkforTeaching:EvaluationInstrument.2013ed.
Vol.1.2.CharlotteDanielson,2013.Print.