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8. Reflection, Self-Evaluation, & Professional Development (LO 1.2 & 1.

3) (APS
2, 3, 10)

TWS Standard
The teacher analyzes the relationship between his or her instruction and student learning in
order to improve teaching practice. The teacher uses on-going analysis of student learning to
make instructional decisions. The teacher identifies area of need for personal professional
growth.

Lesson One Science: Rocks, Minerals, and Soil


Section 1: Whole Class
A. There was not an intervention during this lesson.
B. This was the first lesson I taught the whole class. I was not aware of the student ability
and aimed too high for their comprehension. I decided it was best to talk about geologists
and how they learn about Earth materials. Before we observed the materials, I asked the
students to pretend they were a geologist. I feel that this was an excellent approach
because the students wanted to learn about the Earth materials. The lessons downfall was
the post-assessment. The students had not made the connection between the materials and
their names or the facts. This caused them to be very confused and frustrated when it
came to the quiz.
C. Students completed the pre-assessment and post-assessment on their own. During the
lesson they worked in groups. Working in groups to observe the Earth materials went
well. If I were teach this again for the same group of students, I would make the groups
smaller. They were very talkative and it caused the lesson to stretch out longer than it
should have. Since the students were so talkative, it caused them to not grasp the content
needed to complete the quiz at the end of the lesson.

Section 2: Three Individual Students


A. Above average student: The above average student had no difficulties with this lesson.
They had a strong will to do the activity and made sure to complete their work with their
best efforts. I believe this student was successful during this lesson because she is
creative and loved the idea of pretending to be a geologist.
a. In the future this child needs to be challenged. This student was very successful
during this lesson and could have gone further than just vocabulary recall. In
lessons similar to this one, I will challenge this student with critical thinking
questions.
B. Average student: The average student scored a 100 on the pre-assessment. They scored
a 78 during the lesson and an 80 on the post-assessment. I believe this student knew the
material but became distracted during the group work. Their scores went down during the
group work and then came back up during the post-assessment.
a. In the future, this student would need to be placed in a different group or a smaller
group. This would help the student focus on their objective instead of socializing.
C. Below Average student: This student scored a 75 on their pre-assessment, an 84 on their
during assessment, and a 90 on their post-assessment. The student did really well on the
post-assessment and but had difficulties with the pre-assessment.
a. I believe this student would have done better on the pre-assessment if they had
known that they needed to use their best judgment if they did not know the
answer.

Section 4: Reflection for Professional Development


Professional Development Goal One: My first goal to improve my professional development is
to be aware of how students react to other students. This would make grouping easier. There
were several students who worked well in large groups and others who worked best in partners.
If I knew which students worked best in each section the lesson would have ran a lot smoother
and the students would have been more productive.

Professional Development Goal Two: The second goal I would like to reach is being able to
consistently connect vocabulary to hands on activities. The students struggled with the post-
assessment quiz because they did not have an understanding of the vocabulary. The observation
mostly focused on what the physical properties of each Earth material, whereas the quiz focused
on the facts behind the Earth Materials. Some students needed more help distinguishing the
definitions of rocks and minerals, although they could see the difference.
Lesson Two Math: Fractions
Section 1: Whole Class
A. The only intervention that was used in this lesson was by avoiding fractions with odd
numbers in the denominator. This was the first time that the students had ever worked
with fractions. I knew the next lesson was on equivalent fractions and that even
denominators are the easiest to work with and easier for them to understand. The only
odd denominator I used was one-third.
B. I decided that it would be best to use a real life math problem to start the lesson out. The
students had minimal difficulties with that part. Most of the difficulties began in the post-
assessment. The students had problems just reading the fractions and writing an answer. I
realized that the students understood fractions and how to use them in real life situations,
but failed to understand fraction word problems. I used this opportunity to teach them
that word problems are real life math problems. We would talk through the problems and
draw them out. This helped the students view the problems as useful.
C. If I was to change this lesson any I would explained in the beginning that word problems
are useful real life problems. The students are more likely to learn the material if they see
that it would help them in real life. My pre-assessment went well and the students
understood the problem, but they never seen the word problem written down. I had read it
aloud to them. If I were to teach this lesson again I would make sure that I included the
written version for them to view.

Section 2: Three Individual Students


A. Above average student: The above average student scored 100 on all three assessments.
They had no difficulty with any of the fractions that they were shown.
a. In the future this student needs to be more challenged. This student understood
fractions and could apply them to her life.
B. Average student: This student scored a 100 on the pre-assessment, but scored in the 80s
during the lesson and for the post-assessment. They tried to understand the fractions and
asked many questions.
a. In the future I would push for more hands on activities with fractions since many
students seemed to understand the real life math problem. I believe it would help
this student because they learn primarily kinesthetically. When they are working
out textbook problems they become very confused and frustrated.
C. Below average student: This student scored a 100 on the pre-assessment but the grade
dropped dramatically during the assessment. They scored a 20 during the assessment, but
was able to finish with a 76 in the post-assessment. This student had difficulties with
which number should be in the numerator and denominator.
a. This student needs extra help during math. In the future I would make sure that I
spend efficient time with them to make sure they understand the concepts before I
expect them to use them.

Section 4: Reflection on Professional Development


Professional Development Goal One: I would like to refine my teaching to help students relate
math back to their lives. Students that struggle with math, usually find no reason to learn the
math concepts. From past experiences, I have noticed that students do better in math once they
learn their connections.

Professional Development Goal Two: I would like to learn about new ways to teach this
subject. I used worksheets mostly. Many teachers use circle foam manipulatives. That is an
example of something that would be a more of a hands-on learning activity for students.
Lesson Three Writing/EEDA: Being Wendy
Section 1: Whole Class
A. There were no interventions in this lesson.
B. I realized after we began the pre-assessment that the students had never really thought too
much about careers that they do not see on a daily basis. Students were to think outside of
the day to day careers to find a career to do with animals. For some students this was a
very difficult task. Students became very frustrated making the lists of jobs. Students
were reminded that we were creating the lists just to see what they knew. Some students
needed to be reminded of jobs that they knew about. The students did better once they
could research new jobs that they had never thought of.
C. If I were to teach this lesson again, I would make sure that it went after a different lesson
on day to day careers to get the students thinking about careers. Many of the students
were stuck when thinking about careers that worked with animals. I feel that my
instructions may have also confused some students. Students heard the instructions
research a career that has to do with an animal and did not understand what I was
expecting.

Section 2: Three Individual Students


A. Above average student: This student scored 100 on each of their assessments. They
understood the pre-assessment instructions and created a long list of animal jobs. During
the lesson, they wrote descriptive notes on their career and used them to create a well
written biography in the post-assessment.
a. I should have challenged this student more by giving them certain questions to
answer about their career. In the future I will pay close attention to this student to
make sure that they are not bored with their work.
B. Average student: This student scored 100 during the lesson and for the post-assessment.
They scored an 80 on the pre-assessment because they only wrote three jobs.
a. For this student, I will make sure that I give instructions that are more clear and
easy to understand.
C. Below average student: This student scored a 40 on their pre-assessment because they
only wrote one job that had to do with animals. During the lesson they scored a 67
because they failed to write notes most of the researching time, and then only wrote facts
about the animal itself. They scored an 80 on the post-assessment because they were able
to use the few facts about their career to write a piece that was understandable.
a. I would make sure that I give instructions that are easy to understand to this
student also. I would also need to focus my attention to them more to make sure
they are on task throughout the lesson.
Section 4: Reflection for Professional Development
Professional Development Goal One: I would like to work on my awareness. There were
students who decided not to do their work, and I did not notice until the lesson was over. I would
like to practice this management skill more. During research it is harder to make sure students
are doing their work because each student is working at their own pace.

Professional Development Goal Two: I would like to work on making instructions more
understanding for students. I need to realize that their minds may not be able to comprehend
what I am asking them to understand.
Lesson Four Reading/SSCA: The Recess Queen
Section 1: Whole Class

A. There were no interventions during this lesson.


B. During the lesson I realized that the students had read The Recess Queen before. This
allowed me to ask the students more challenging questions. The assessments went
extremely well. This showed me that the students not only knew the book well, but also
knew the content well. Since the assessments were going so well, I decided to make the
lesson shorter than it was expected to be.
C. I feel that this lesson was too easy for the students. I am glad that all the students did well
with it, but I believe it could have been taken to a higher level. I should have added
scenarios or acting to make the lesson more interactive. The students understand the
concept of bullying and how they should not do it. The part they have trouble with is
applying it to their own life.

Section 2: Three Individual Students

A. Above average student: This student scored 100 on every assessment. They had no
problem answering the questions I had for them.
a. In the future I would want to challenge this student by giving them a way to act
out or explain a scenario to show what they learned.
B. Average student: This student scored 100 during the lesson and on the post-assessment.
They scored a 90 on their pre-assessment. The students were asked to list bullying
character traits for the pre-assessments. This student did not list as many traits that were
asked of them.
a. I would like to challenge this student and also monitor them more. They may have
quit listing character traits because they were not being challenged and grew
bored of the lesson.
C. Below average student: This student scored an 80 on their pre-assessment, a 95 during
the lesson, and a 100 on their post-assessment. This student seemed to know the material
real well also. The only part that they did poorly on was the pre-assessment. Again, this
could be caused by boredom of the lesson.
a. I would challenge the entire class with more questions and more interaction
instead of worksheets and charts.
Section 4: Reflection for Professional Development:
Professional Development Goal One: From this lesson I learned that I want to learn how to
make more challenging lessons for topics that students cover each grade.

Professional Development Goal Two: I would like to focus on creating lessons that are not
worksheets.
Lesson Five Social Studies: The Cotton Gin
Section 1: Whole Class

A. There were no interventions in this lesson.


B. From the pre-assessment, I noticed that the students did not know much about cotton or
the cotton gin. The lesson was created to introduce the idea of the cotton gin. Since the
students had no prior knowledge of the topic, my introduction was perfect for them. As
the lesson went on, I noticed that the students were picking up on the topic very well so
we began to pick up the pace. The lesson was covered in less time than expected and
went fairly well.
C. When teaching the lesson again I would include photographs of the cotton gin. I only
showed the students pictures of cotton during the pre-assessment. It would have also been
nice to have examples of cotton made products. This would have helped the students
relate to the topic better.

Section 2: Individual Students

A. Above average student: This student scored a 100 on all the assessments. They had
absolutely no problems with using prior knowledge and the packet to answer questions
about cotton and the cotton gin.
a. I would like to create a way to accommodate this student and challenge them with
more difficult questions.
B. Average student: This student scored 100 during the lesson and on the post-assessment.
They scored an 80 on the pre-assessment because they did not understand one of the
questions.
a. In the future, I would pay close attention to this student and make sure to repeat
questions several times to ensure that all students understand.
C. Below average student: This student scored 100 during the lesson and on their post-
assessment. On their pre-assessment they scored a 60. This was because the student failed
to answer some questions because they did not know the answer and did not try to answer
it with their best judgment.
a. I would encourage this student as they work and make sure that they are putting
forth their best efforts, even if they do not know the answer.

Section 4: Reflection for Professional Development


Professional Developmental Goal One: For this type of lesson, I would like to give the students
more assignments that include higher leveled thinking. I could include them writing a letter to Eli
Whitney. I could even have the students write a step by step of how to make clothing from
cotton. The students became bored with the lesson because it came so easy to them.

Professional Developmental Goal Two: From this lesson I realize that I need to continue to
work on my awareness of the students. Many students believe that if you are not standing beside
them, you do not know what they are doing, or not doing. I need to be moving around the room
more and conscious of how the students are doing on their work.

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