Lesson 1 Refelction

The students learned about the different types of separation methods and they
many students were able to full understand at least half the different methods. Some of
the separation methods were a little more complex, like chromatography and
evaporation, but I did not expect the students to fully understand them until they
completed the lab. I also circulated the room very nicely. I was able to get to each table,
and I did not spend too much time at one table. I have also established a nice rapport
with the students. They listen to me and respect me as much as I do them.
The learning objective was met for the most part. Students were able to identify
different separation methods and learned how to apply them based on the different
properties of the substances. They knew that magnetism would only be used when a
magnetic component is involved or when a large substance such as rocks was in the
mixture, they could simply use hand separation.
This was assessed verbally, which is not the ideal way to do so, but I did run
short on time. I showed pictures of different mixtures and asked students which method
they would use. I called on individual students so not all students were assessed. I
received very little feedback. I should have created a multiple choice question and have
students put up the number of fingers that match up to the letter. This way all students
would be participating.
Most students were engaged, but some students were having side conversations
as I was speaking. When they were discussing in groups and completing the chart,
some tables became off task and would chat about other topics. Those that were
focused on me when I spoke or the student that was speaking when he/she was

answering a question. Many students did complete the chart and asked questions about
it like Where could I actually use this? or When are we going to get to do this?
I was somewhat satisfied with student participation. There was more
participation than I anticipated, but I did want more than half of the students to
participate. I also had many of the same people raising their hands. I think the students
were bored and stopped listening or couldnt hear me.
The level of inquiry was guided. Students had to read about the different types of
methods, but werent specifically told how they should plan out their method when
completing the lab to separate their own mixture. Students had to use what they read
about today to plan out their own strategy. Of course, I was going to approve their
strategy, so I would tell them what needed to be fixed and what didnt.
I change the reading and make it less challenging for the students. I think some
had a difficult time reading it because there were just so many words on the page that
they became overwhelmed. Instead of simply writing the definition of each method and
example, I could have the students draw the examples and definition to appeal to visual
learners. I will also be louder next time. I think that I lost the engagement and
participation because I didnt have that teacher presence or teacher voice. Im still trying
to find it.