Lesson 2 adjectives Reflection

Use the reflective cycle to critique the 2-4 additional lessons for the class you taught and discuss what modifications/adaptations you would implement as a result of teaching and/or student performance, both during and following instruction of this lesson. Specifically, address the following questions as part of the discussion: A few days before my lesson I went around individually to each student and asked them what they thought an adjective was and I recorded their response. The day of the lesson I gave students instructional expectations for their behavior during the lesson and the activity that followed. I did this to remind students of how they should act and to get them in the mind set to learn. During the lesson I made instructional decisions as situations presented themselves. For example, one student got upset because he did not have his crayons to use during the adjective activity, because of this I asked students to share their materials with one another if need be. If students needed a color of construction paper to help create their monster I would ask the class something along the lines of Does anyone have any extra blue they can share with Sue?. Not only did this help with students wasting time trying to find the color they needed themselves but it also modeled for students how they could ask their peers for extra paper without me having to do it for them. . Based upon student performance for this lesson I plan to model my following lessons along the same sequence, in which all three of the learner domains are covered. Next time I may group students into smaller mixed age groups to work on their activity, this way the older students can help guide the younger students who may need help with spelling or future clarification. While planning future lessons I will try harder to predict any hiccups that may occur during whole group time and I will attempt to limit these concerns by being prepared for the unexpected. For my adjective lesson I used mainly three instructional modes; whole group discussion, lecture, and demonstration. I began the lesson by leading the class in a discussion about what they thought an adjective is and what it does. This method allowed for each student the opportunity to name an adjective that best describes themselves to the class. If a student could not think of a self-depicting adjective I asked if there was anyone in the class who would be will to help them out. This was exciting for some students because they were able to hear a positive world that their peers thought described them as a person. The lecture part of the lesson was small but consisted of me explaining to the class exactly what an adjective is and its role in a sentence. The demonstrational part of the lesson was implemented to show students a model of the activity they were to do at the conclusion of the lesson. I showed a video about adjectives to the students that they found interesting. I incorporated the video because I know how much the class as a whole likes technology. What instructional decisions did I make before and during the lesson and why? Based upon student performance, discuss the instructional decisions for the next or future lesson. Other questions to consider in your reflection:

 How did you engage or motivate the students successfully? What instructional mode(s) was employed? (lecture, small group, demonstration, experiment, etc.) How effectively did you use instructional aids, i.e., whiteboard, video, calculators, manipulatives, computer, etc.? Were the students actively or passively involved? How so? Did you present the information in a clear and logical manner? How so? How effective were the materials and resources you selected for the lesson? Were you able to or could you (in the future) relate the lesson content to the lives of the student. Describe any discipline or classroom management techniques used during the lesson. Were these techniques effective or would you employ a different technique the next time? Reflect on your interaction with the students. Would you describe your treatment of the students as being fair, respectful, and ethical? How so? Were you able to summarize the lesson and relate it to the following lesson or homework assignment? Was your estimated time allocation for this lesson as noted in your lesson plan accurate? If your time varied, what factors contributed to this variance? Section 4: Reflection for Professional Development Identify two professional development goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the areas you identified. Suggested Page Length: 6-10 pages