Reflection

Lesson Objectives and Student Outcomes: I scored myself with meets standards because my
outcomes came directly from the standards I used and were measurable. I chose meets because I
think I had too many standards and applicable objectives related to measuring an object too soon.
The students were learning the basics of measuring and needed practice correctly using the tools
before they could apply why they were using specific measurements to an object. I should have
kept this lesson more simple, therefor I feel I did not exceed standards.
Design of Lesson and Pedagogy: Meets standards was appropriate because some of the
strategies listed I did not use; this section states where applicable. I did not use technology and
the students had to work as a group in order to have turns measuring the pumpkins. Also, the
students were able to help each other fix mistakes they were making by working together.
Content Knowledge: Exceeds standards states that I should have identified and explained how I
accessed prior knowledge from previous lessons, how the activities reflect the objectives, and
projects to future learning. I had these components in the lesson plan, but I did not go into much
detail about them and how they relate. Meets standards was more appropriate for this section.
Understands Characteristics of Students: When I started the lesson I was not as familiar with
my students like I am now. This lesson actually taught me a lot about my students. My teacher
told me not to worry about differentiation, but I went ahead and added it for higher level, on
level, and lower level students. I did not have much variety in my differentiation, but I still
considered those students. This is why I chose meets standards.
Assessment: My formative assessment was well described with how I plan to measure
understanding. The diagnostic and summative, however, could have used a little more
description of how I will gauge my lesson to go forward. I knew what I had planned mentally but
it was not on paper and easy for anyone to approach my thoughts. I scored myself with meets for
this reason.
Management of Classroom Time: I listed my planned time for the lesson and had a good idea
of how long each part would take. I did not include challenges to my time though. I could have
added a little extra time to review in the beginning if needed, or throughout my lesson. I did not
account for the time spent to answer student questions or allow every group to stay working
while they were waiting for the group to finish with the pumpkin they were to receive next. I
gave myself meets standards.
Technology: I did not score myself on technology for this lesson.
Professional Practice: I submitted this lesson plan on time with all components, followed the
lesson format, and completed the reflection. I scored myself with exceeds standards.

Data-Based Decision Making

In my lesson plan I stated that I was going to give a pre-test the same day I delivered the lesson. I
decided to give the test a few days before to really look at what the students needed from me in
the lesson. This was a good decision because I was able to reflect how I wanted to approach the
new material and really got an idea of which students knew how to use a ruler and which did not.
I believe this is what gave me a much better outcome of mastery for measurement.
I took time to discuss the difference between an inch and centimeter and explained feet a little. I
tried to explain that some objects cannot be measured in feet because they are too small, such as
a pencil. I hoped that this would transfer into their pumpkin assignment, but it was a little too
soon for application. Most students had never used a ruler and needed to experience using the
tool and generating correct measurements. I decided to omit this section of the rubric. This would
be a great addition to a later lesson when the have time to practice measuring correctly. I had
many questions from students about the question in the worksheet. I told them to do their very
best and give the best answer they can think of. The question: my pumpkin was measured in
inches and centimeters because. While a few students gave the answer I was looking for,
most students said because you told me to or thats what the ruler says. My question could
have said why is this pumpkin not measured in feet? Regardless, I think they needed time just
to focus on correct measurements.
My first graph shows the number of students that mastered measurement before and after the
lesson from the pre-test to the lecture and worksheet.

Based on this data, overall the class has mastered measuring in inches and centimeters. The
students measured two different pumpkins and distinguished the difference between the two. The
class is ready to move on from the standards that relate. I found that the students that did not
meet the standard were all working in a group together. I plan to sit with that group one more

time to examine how they measured and how they got their answers. I will then decide if they
need a little correction or to completely start over based on the observations.
Estimating the pumpkins did not turn out so well. This standard should have had more of an
introduction on its own. It makes sense to use in this lesson, but the students were not ready.
After much explanation and stopping the groups from working to give hints and extra time to
explain the directions, they were able to give more reasonable measurements. I still would break
it into more parts in the future as more of a unit plan than one big lesson.
My second Graph shows the three components of the rubric and the number of students per level:

Based on the data I would move on to more estimation practice and continue with other forms of
measurement. I feel the students have more to learn but have a good grasp on measuring in
inches and centimeters. Next time, I would break this into a unit and cover these standards over
time rather than a 40-minute lesson. I would add the applications of measuring units and objects
towards the end when they have had more practice with measuring and estimation. Again, the
students that did not master the content were sitting in the same group. I feel that it calls for a
small intervention with that group to see what they need. I feel that I know my students a lot
better after teaching this lesson and can offer more of what they need in the future.