Amanda Dlugi

ED321- Self-Assessment Lesson 5

November 29, 2012

ED 321 Self-Assessment 5

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS: 1,7DISP: Respect Responsibility)

After reviewing the material in the lesson I was preparing to teach, I was able
to determine the corresponding Wisconsin Common Core Standards of which

would be tied to the concepts of my lesson.

In order to prepare for this lesson, it was crucial for me to familiarize myself
with the protocol because this lesson was focused on a lab
exercise/experiment, and I wanted to be able to thoroughly explain its
procedures, safety requirements, and overall purpose to the learners in the best

way possible.
From receiving a good understanding of the purpose of this lab activity, I was
able to develop objectives for the students that I would like them to be able to
meet by the end of the hour.

Classroom Environment (AEA: Coordination, Integrative InteractionWTS: 2,3,5DISP: Respect,

Responsibility)

All of the discipline issues that arose within the classroom were handled a
professional and appropriate manner. An example of a situation that I faced by a few
students each hour, would be that they began to perform in the lab incorrectly because
they did not follow and completely understand the protocol, so unfortunately they would
have to restart their experiment. The manner of which I handled this situation was first,
to tell the students to relax, and together, lets actually think through what we can do now
to be more successful in our experiment the second time around. After getting these pairs

Amanda Dlugi
ED321- Self-Assessment Lesson 5
November 29, 2012
of students going, they were able to understand their error, and perform the lab
efficiently.
Another situation that had to be addressed with discipline regarded students that
were getting off task during the experiment. Though there were short periods of time
where students would be required to wait until a particular time value, I did not want
students conversations to be about their social lives, rather, I wanted them to be focusing
on the experiment and process that was happening directly in front of them. If this error
arose at all, the way of which I found most effective in addressing the incident would be
by walking up to the lab station and asking the students at this station what process they
are observing, and to explain to me what is happening. I found this extremely effective,
and after engaging the students into the material, I would remind them to stay on task and
make sure that we are following along with our lab.

Overall, incidents that required

direct discipline were very miniscule throughout the lesson, and I really was pleased with
how successful I believe this lab was for the students to be able to observe the process of
diffusion in action.

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative InteractionWTS: 2,3,4,5,6,7DISP:

Respect Responsibility),

Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9DISP: Respect,

Reflection), Professional

Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:

Collaboration, Communication)

My assessment piece directly connected to the objectives which I developed.

After completing the lab, the students were required to work on lab analysis questions

Amanda Dlugi
ED321- Self-Assessment Lesson 5
November 29, 2012
individually, which really represented the degree of if each student individual was to
understand key aspects of our lab, as well as the overall purpose for conducting this lab.
After grading the labs, I was pleased to see that many students were able to grasp main
concepts of the lab. Also, an informal assessment technique that I described briefly
above, which I believe was also helpful in keeping students on task, involved monitoring
student understanding and behavior constantly throughout the lab activity. I made sure to
walk around and ask each group of students how their experiment was going, as well as
ask the students critical thinking questions about the lab that was occurring before them.
I really believe that this method was effective in determining student learning and
understanding during the lesson.
If there was anything that I would change, or wish I could have done differently
during this lesson, it would have been to be much more aware of the time. Though three
out of the four class periods that I taught went smoothly, the first hour class unfortunately
had to end their lab early because the pacing of my lesson was a little off. I had focused
too much energy on the protocol and reviewing the purpose and procedures of the lab,
that I unfortunately did not a lot enough time in order for all students within hour one to
be able to complete their experiment, as well as clean up. I felt very guilty after teaching
first hour; however, I was extremely pleased with my pacing of time for the remaining
class periods this day.

Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:

Collaboration, Communication)

Amanda Dlugi
ED321- Self-Assessment Lesson 5
November 29, 2012
Feedback from my cooperating teacher was very helpful in preparing to facilitate
this lab to the students. I went into lab two days prior to the lab, as well as I also taught
the day before this lesson too, and I was very thankful to have the guidance of my
cooperating teacher. I asked various questions about her opinion of how she would go
about organizing the lab exercise. I was always was sure to ask if there were any key
aspects of the lab which she would like me to cover in more detail with her students, and
also, how she would like for me to go about addressing certain concepts. Overall, I was
very appreciative of the feedback which my cooperating teacher provided me with prior
to teaching this lesson because overall it helped with the organization of my instructional
strategies.