Toddrika Williams

EDU 380 Lesson Debrief Questions

Wilcox
2 November 2017

1.Something I think went well in my lesson.

I think the students enjoyed getting to play with the toys I think that I explained the purpose of
using them as well as why the shape is important in how it contributed to how the objects moves.

2. Something you would do differently and why?

I would have students compare items that were in their Ziploc bags instead of just working with
one. I think this way they could see how an objects shape affects how it moves. Also, I think that
my closing could have been stronger. I would have called on a student who had different items
than randomly choosing two students who happened to have the same item (A ball).

3. Something you learned about yourself as a teacher.

I am more interested in Science than I previously thought. The students asked questions and
problem solved in ways that made me excited to come back the next day and continue the lesson.
I loved when a student would raise their hand and ask why and then as a class we could think
about the question. I learned that I obsess over things after my lesson is over thinking about if I
explained something correctly or clearly. This was evident when I created a worksheet for
students the second day of my unit and it failed. There was too much going on with it and even
though it was clear to me, any of the students had a hard time following it. I had to revise this
and the second day it did much better.

4. Something you are certain the students gained from this experience and how you can be
certain of this.

I think the students gained the understanding that

1. Not every object moves in the same way; they can move up down, around, back and forth
etc.
And they know
2. This is because of the objects shape.
I can be certain of this from the conversation I had with the students as I walked around the
class as well the responses on their handouts.

I also can be certain the students gained a sense of belonging within their new groups and in the
classroom. The first day of materials managers the students weren't as excited however, as each
day passed of the lesson the more excited the students got to be the materials manager. I would
see past managers cheer on the new ones and clap and they would also show everyone their
pencils as if they had been inducted into a group.
 Wesleyan College
Field Experiences Observation Instrument (FEOI)

Name Course Date" Observation #

Cooperating Teacher School Grade/Area Evaluator

KEY: N/P= Not Present or applicable 1 = Emerging 2 = Developing 3 = Proficient 4 = Exemplary

NP 1 2 3 4 Observation Proficiencies TCOI

1) Lesson planning, preparation and organization are evident. II-3b II-3b
,/ 2) Materials are organized and distributed efficiently. k;i,(jc re c5 II-5a; II-5b II-5a; II-5b
3) Various and appropriate resources are utilized , 0,, 0 , --)=---'35 ( -1Nect-11 31-/-,- . II-3b II-3b

4 4) The purpose of the lesson is articulated (communicated to the students). I-2b I-2b
/ 5) Sound knowledge of the content is evident. I-la I-la
6) The lesson is designed to accommodate a variety of student abilities and learning I-lb; II-4b; II-4c I-lb; II-4b; II-4c
styles. , f

/ 7) "Real world" connections are addressed in the lesson. I-lb I-lb

8) Objectives are measurable and relevant. I-lb I-lb
9) Students are given clear directions and demonstrate a readiness to complete the II-4b II-4b
assignments/assessments.
10) Assistance is provided to individuals or groups as needed. I-2b I-2b
11) Adequate feedback and encouragement are provided to the students. II-5c; II-6a; II-6b;II- II-5c; II-6a; II-6b;II-6c
./ 6c
12) Knowledge of the students' background and performance is used to assist in III-7a; III-7b; III-7c III-7a; III-7b; III-7c
developing activities and assessments. t ic g -

13) Assessments are aligned to the lesson objectives. III-7a; III-7b; III-7c III-7a; III-7b; III-7c
J t-t4 - _,
14) Candidate closes lesson effectively (eg: Provides students an opportunity to self- III-8a; III-8b; III-8c III-8a; III-8b; III-8c
4/ assess)
i 15) High academic expectations are communicated to students. II-3a II-3a
16) Students are treated fairly and equitably. II-6a; II-6b; II-6c II-6a; II-6b; II-6c

V 17) The classroom environment is supportive of learning. II-5a; II-5b; II-5a; II-5b;
,/ 18) Transitions are effective v^Jcy.,- II-5a; II-5b II-5a; II-5b ___
19) The candidate speaks and writes standard English clearly, correctly and distinctly. II-3a II-3a
v 20) Effective classroom management skills are evident. Vey ,,-,c.. ;,,, cc,..1-,,t . II-5a; II-5b; II-5c II-5a; II-5b; II-5c
)-, D.rt-1.4.- 5 cie,.

ickbAiti
Student' Signature
dui-f1
Dat
ll
Ev ator's Signature
k/Z
ate
A plan of action addressing any area where a '1' was received should be submitted within one week of signing this form.
"NP" (not present) is not a "0" score. This should only be used when an area was not included in the observed lesson. REVISION: (12/10/14)