Karla Wolf

ED 338
Lesson 2-Self-Assessment
Math-Measuring Weight
The teacher is a reflective practitioner who continually evaluates the effect of
his or her choices and action on pupils, parents, professionals in the learning
community and others, and who actively seeks out opportunities to grow
professionally.
An important component of effective teaching is the ability to accurately self-assess after
each lesson. In ED 338 you will be self-assessing using the framework of the five Alverno
Education Abilities and the Wisconsin Standards for Teacher Development and Licensure.
After teaching each lesson, review the questions in each category before writing a
summary response for the category.

Planning and Preparation (AEA Coordination, Conceptualization/WI

Teacher Standards 1, 7, 8/Disposition: Respect)
I put a lot of time in planning and preparing for this lesson. I began with speaking
with my cooperating teacher about possible topics to teach. The week prior to this lesson
the students were focusing on measuring length. Staying aligned with the curriculum
goals, my cooperating teacher suggested I focus on weight. Since I knew this would be
an introductory lesson, I wanted to plan a hands-on activity where the students could
hold, see, and compare the weight of different objects to help get a better understanding
of the basic concepts of weight. I had all of the materials for the lesson organized and
ready to go. I arrived to my field one hour early so I could set up each of the stations
while the students were in music. The knowledge I have from my classroom profile also
helped when planning this lesson. I made sure to choose objects that were going to be
interesting to boys and girls. I also made sure to assist the students with an IEP that I
knew might have difficulties. Those students were also paired with a higher achieving
student to help assist them as well. The planning and preparation I put into this lesson
helped contribute to the overall success of the lesson.

Classroom Environment (AEA Communication, Integrative Interaction/WI

Teacher Standards 5, 6/Dispositions: Respect, Responsibility,
Collaboration)
Every time I arrive at my field, the students are very excited to see me. They all
stop and say hello, and smile and wave at me. The students were very happy to learn I
was teaching a math lesson. They gathered on the carpet and all watched and listened
as I began to teach my lesson. I showed my enthusiasm by first beginning with a fun
YouTube video about weight. I thought this would be a great way to hook them and get
them interested in the topic of weight. I smiled and showed excitement throughout the

lesson. I also walked around during the lesson and visited each of the stations to check-in
with the students and provide encouragement.

Instruction (AEA Conceptualization, Coordination, Diagnosis,

Communication, Integrative Interaction/ WI Teacher Standards 2,3,4,8/
Dispositions: Respect, Communication)
After showing the YouTube video, I asked the students what they thought we would
be doing today. They were able to tell me we were going to be working on weight. I
activated their prior knowledge by discussing what they did last week with measuring the
length and height of different objects. I explained we can also measure the weight of an
object, which is how heavy it is. I had made an anchor chart with pictures and brief
descriptions to support the vocabulary of the lesson. I also helped the students get ready
to learn by modeling how to use a balance scale. I feel I set clear expectations for the
lesson. I explained they will be completing the activity sheet and weighing different
objects at each of the stations. I made comments during the lesson such as, Im waiting
for students to be quiet and ready to move to the next station. Im watching to see
which students are working hard. Making comments like this during the lesson reminded
the students what I am expecting from them.
The materials I used for the lesson were appropriate and met the needs of the
children. The students were able to experiment weighing different objects that were of
interest to them. Using the balance scales helped the students see which objects were
heavier, and helped them understand the basic concepts of weight. The activity sheet
was appropriate and easy to understand for the students, however, many students had
trouble with the back of the activity sheet at the stations where they got to choose which
items to weigh. The back of the sheet looked like this:

The students did not understand that they should have wrote a number under How
many? and the object they chose under Object, and then circle which one was heavier.
I did explain how to complete this section, but I feel if I would have modeled it the
students would have understood it better. I assumed by just providing an explanation on
how to complete this section the students would have understood it but I was wrong. I
needed to have modeled exactly what should have been written on the lines.
My cooperating teacher paired the students together with who she thought would
work well together, and also paired some of the higher achieving students with the lower
achieving students. I also walked around during the lesson to assist students in order to
meet the needs of each student. While I was walking around to check in and assist at

each station, I asked a variety of questions to help students understand weight and which
objects are heavier.
The lesson was carried out as planned. Overall, I feel it was successful in regards
to meeting my objectives for the lesson. The students understood the basic concepts of
weight and were able to properly use a balance scale. In the future I would make a few
minor changes, such as, having less stations and having the students work in groups of
three. I think having just the five stations would have been sufficient. Where many
students had trouble was with stations 6-9 where they got to choose their own objects to
weigh. If I did keep these stations, I would model how to complete the back side of the
sheet and also give them the option to draw a picture of the object they chose instead of
writing.

Assessment (AEA Diagnosis/Integrative Interaction/WI Teacher Standards

1,2,3,7,8,9/Disposition: Collaboration)
In the beginning of the lesson, I asked the students the following questions: What
is weight? Does anyone know what mass is? Can someone tell me what a balance scale
is? How do we use a balance scale? How can we tell which object is heavier on the
balance scale? These questions in the beginning of the lesson facilitated the basic
understanding of the content of the lesson.
Through my observations and the completed activity sheet, I was able to determine
that the lesson was developmentally appropriate, and that my objectives of the lesson
were met. All of the students were able to use a balance scale correctly and understand
what weight is, and vocabulary terms such as light and heavy. If I were to teach this
lesson again, I would make sure to take notes during my observations, and/or place some
kind of mark on the students paper to indicate that I spoke with that student and
checked in with them. I could have made special marks that indicated which students
were struggling and why. This would have given me a more accurate assessment of the
lesson for each student rather than just relying on my memory and the completed activity
sheets.
At the end of the lesson we gathered back on the carpet. Since I was running out
of time, I wasnt able to ask critical thinking questions that would have helped students
gain a deeper understanding of measuring weight. In the future, I would make sure to
ask more questions at the end of the lesson to strengthen childrens learning. I also could
have included a turn and talk to your partner at the end of the lesson where students talk
to each other about the different objects they weighed which would have also
strengthened their learning.

Professional Responsibilities (AEA Diagnosis, Integrative Interaction/ WI

Teacher Standards 9,10/ Disposition: Responsibility, Reflection,
Collaboration)

I have established a great relationship with my cooperating teacher. I am very

respectful to her and all of the students. I am always dressed professionally and project
myself in a professional manner. I do not just sit and observe in her class. I am always
walking around and helping assist the students during the time I am there. Since my
cooperating teacher knows her students best, I always consider her advice and
collaborate with her when planning my lessons. I also make a point to introduce myself
to other adults in the building to get to know them and hear their advice to a fellow future
teacher.
To further my growth as a teacher, I will focus on the Alverno Education Ability
Integrative Interaction, which states, Acting with professional value as a situational
decision-maker, adapting to the changing needs in the environment in order to draw out
students as learners. As I mentioned earlier, I would have liked to ask more critical
thinking questions to strengthen students learning. Focusing on this ability will help me
develop my skills to stimulate students to question and respond, and also encourage and
guide student discussion. I would also like to improve at becoming more aware of cultural
and psychological differences of students in order to create meaningful learning
experiences for each them. Improving in integrative interaction will help my growth as a
future teacher.