As future education it is important to reflect on the lesson, students academic success, and my teaching practices. Since this lesson is technology infused, it is crucial that the use of technology enhanced the lesson. Although study jams is a multimodal slide show (pictures and sound), the students were not able to physically interact with the technology. Considering this limitation, I still believe that the slide show enhanced students learning, intrigued them, and linked the current lesson to what was previously learned. Through the study jams, the students had the opportunity to visualize some of the different animals that make up the arthropod classification. Throughout implementing the technology component of the lesson, I felt very comfortable with my ability to do so properly. The study jam slide show un-pauses itself after a few seconds, which I forgot about, so the slide show started playing abruptly, which was a minor error but was a problem throughout the lesson. Another problem was my ability to switch from projecting the laptop screen to projecting using the Elmo. I was able to do so successfully, but my inexperience with it showed. The students appeared to reach positively to the lesson. They seemed enthusiastic throughout all components. If I was able to resent this lesson again, I would have had the students examine the magnet sort, rather then myself examining it. Through the lesson, some of the students did not put the arthropod on the correct side of the T-chart. When this happened, I asked the entire class “do spiders have an exoskeleton? Do they have jointed legs? Do they have a segmented body?” Throughout this process the entire class answered, and we corrected the error. However, I would have preferred to have the students come up and evaluate the T-chart. The students were extremely engaged and motivated. This can be inferred through the teacher made observations, and the completion of the foldable (image provided below). Through the foldable it is evident that students we able to comprehend the characteristics of arthropods. It is also clear that the use of technology (study jams) assisted the students in their comprehension because they were able to use the animals from the slide show as animals to draw in their foldable. There are multiple areas of growth that became evident through the implementation of this lesson. One major area of growth is becoming more informed of the technological resources available. It is important that the students have the opportunity to interact with the technology (when appropriate and possible). And I believe that this is an area that could use improvement in my teaching practices. Although this inexperience did not affect my students learning, I believe that with this improvement, the technology component would have been more enhancing. I also learned that it is important to be flexible. Originally, I had a different technological component. However, after discussing with my CT, we decided that the technology I selected would not be best for enhancing the students learning of the characteristics of arthropods. So we selected another technology component (study jams slide show), which clearly enhanced student learning/comprehension. Lesson Plan: Student work sample (foldable): Study Jams slide show (screen shot):
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The lesson completed for my second CT observation for the Spring 2016 semester was on dividing by four. There were multiple standards attached to this unit in the textbook, however this specific lesson related to one standard. The objective of this lesson was “Given a division problem, students will be able to use an array, equal groups, factors, or related multiplication facts to divide by four.” I feel like this objective was met with ease. A majority of the students understood how to divide by four (divide by two twice) and when they were unable to do so, they used the previously learned strategies (arrays, factors, etc.). The data that supports this statement was anecdotal teacher made observations throughout the lesson, and the students’ ability to complete the worksheet (the formative assessment). Almost all of the lesson worked well (it was very simple content), however there was a moment in which one of my students said something that was incorrect and I thought that she was correct, but my CT was able to interject and correct the student and myself. So I would refine my ability to comprehend what students are saying (this will come with time though, sometimes I struggle with understanding where the students are going, this relates directly to my insights that I am discovering about my teaching). Based on these learning objectives, the next steps include dividing by five and ten. This is because that is the next lesson in the textbook and that is what my CT said. In the future, I would like to connect these division statements to fractions. Claim: In order to enhance student achievement, an educator must use proper assessments and create interventions. This claim relates to my inquiry because in order to assist in implementing the intervention of fluency phrases, I needed to administer multiple assessments. In order to enhance student achievement, interventions are an important component. This will allow the educator to observe growth. Data Related to Claim: The data above is of the students increase in fluency -- this data examines how the intervention that was implemented assisted the student in furthering academically.
Data Not Visualized: The assessments that were used to evaluate and determine what intervention would be best for the student. These assessments include a running record, two spelling inventories, and the test of phonemic awareness. |
AuthorAmanda Silebi Archives
March 2017
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