AnMarie Rodrguez

Observation Reflection 5
The lesson started with me informing the students that we would be working on comparing and
contrasting. We first went over key vocabulary that we use when comparing and contrasting,
such as; same, different, and alike. Then I dismissed the students to the library to listen to our
book, Ninja Red Riding Hood. I read the book to the students and then we discussed what
happened in the story. The students listed that the wolf went to ninja school, that red also knew
karate, that the grandma knew karate, and that the wolf gave up meat, to name a few. I then
dismissed the students back to their desks. I informed them that we would be using a Venn
diagram to compare the well know Little Red Riding Hood story to the book we had just read. In
small groups they were to fill out their Venn diagram handout with 5 differences for each of the
stories, and 5 similarities, for a total of 15 items. The as a group they choose their best difference
for the classic story, for the book we read, and a similarity, and wrote them on sticky notes. Then
they posted them on the class Venn diagram. We then went over the similarities and differences
that they came up with. The students then used that information to help them with their
comparing and contrasting paragraph. They included an introduction sentence, 2 similarities, 2
differences, and a closing sentence in their paragraph.

The post observation went well. My supervisor said I did well in keeping the students engaged
and working together. I think the students came up with some good similarities and differences. I
saw the students sharing ideas and taking into consideration all voices. My supervisor said that I
did a good job of providing directions and facilitating the group conversations. One struggle I
had was remembering to do all that I had indicated in the lesson plan. One important aspect I
forgot to do was go over the original Red Riding Hood story that I wanted them to compare and
contrast to. There are many versions of the story and making sure that we all were referring to
the same one would levitate confusion for the students. Referring back to the lesson plan will be
something I will remember to do.

I do think that the students met my objectives. They were able to contribute to the Venn diagram
class brain storming. They knew how to compare and contrast based on what they filled in on
their Venn diagram handout. They were also able to fill out the paragraph handout. The students
included the topic, closing, and some similarity and differences sentences. They students used
some of thru vocabulary we talked about as well. I am very happy with the results.

Reflection is something that is important for all teachers to, especially upcoming teachers like
myself. There is always room for improvement and receiving feedback is very helpful. Ingest to
keep doing what I am doing well, as well as learning of things I can improve on. I am meeting
with seasoned teachers who have a lot of insight to share with me. It is a great learning
opportunity, which I am all for.
Observation 6
I asked students what are the two parts of a fraction, numerator and denominator. Them I showed
them the 2 rules for comparing fractions with the same numerator and the same denominator
then the students wrote those rules in their notebooks. Then they used fraction bars to prove the
rules we just learned about. Then I asked students to think of their own fractions to compare to
practice using the rules. Them I told students about the butterfly method, or cross multiplication,
to compare fractions who do not have the same numerator or denominator. Then the students
practiced this rule to complete a comparing fractions worksheet. Then we checked our answers
together to make sure everyone understood.

After talking to my CT she said I did well with checking for understanding and making sure all
students were able to contribute. She said I also made good use of math manipulatives to
encourage understanding. We discussed that something I could work on is providing more
examples for them to work on. There were a few students who could use more work with
comparing fractions. Which I am sure all students can use.

It think the students all met the standards. They seemed to understand the rules I taught them and
were able to repeat them back to me. They all did well on the worksheet and any misconceptions
I explained to the student one on one. After the further teaching, I think all students were able to
meet the standard.

Having my CT observe me and talk to me about what I did well and what I can improve on is so
helpful. Hearing what she has to say really makes me reflect on what I do as a teacher. It gives
me ideas about what I need to continue doing and what I can do differently. Looking at what can
I do to make my students more successful is something that is always on my mind.
Observation 7
I first went over the different parts of a graph with the students; title, labels, and the numbers
used to tell us about the data collected. Them I showed students with think aloud how to
evaluate graphs. How to look at the title, labels, which is the highest, the lowest, and how to
compare two different items. Then I had students, in pairs, talk about what things they noticed
about their own bar graphs. I encouraged them to look at how many more and how many less.
Then I had students fill out their own bar graphs based on the sample of m-n-m colors they
received. Students then had to write three things they learned from their graph on an exit ticket.
They were asked to include at least 1 more than and 1 less than piece of information. Then the
students complied all their data from their m-n-m graphs and added them to class graph. Then the
students were asked to come up with questions they could ask someone else that could be
answered by looking at our class graph.

After talking with my CT about how the lesson went she said I did well in keeping the students
engaged. I think I did well with making sure the students understood the concepts. I made sure to
ask all students questions to gage for understanding. I also made the lesson about something the
students would be excited to graph, and they loved being able to eat their data after! I think some
weaknesses I have are still trying to make my higher level questioning work in my lessons. I
have made some progress, but it is still something I need to work more with.

I think the students met expectations by being able to evaluate graphs and tell the group what
they noticed. They were also able to correctly count their M-n-ms and color in their bar graphs
accordingly. They were also able to tell three things they learned from the graphs they made.
These included highest color, lowest color, how many more, and how many less. They were also
able to create their own questions about our class m-n-m graph.

Taking the time to reflect on your teaching is a great tool. It is the best way for a teacher to grow.
It allows us to see what we are doing well, and what we can improve on. Taking feedback from
my experienced CT is one of the best ways I know to do just this.

Observation 8
I first went over the different parts of a graph with the students; title, labels, and the numbers
used to tell us about the data collected. Them I showed students with think aloud how to
evaluate graphs. How to look at the title, labels, which is the highest, the lowest, and how to
compare two different items. Then I had students, in pairs, talk about what things they noticed
about their own bar graphs. I encouraged them to look at how many more and how many less.
Then I had students fill out their own bar graphs based on the sample of m-n-m colors they
received. Students then had to write three things they learned from their graph on an exit ticket.
They were asked to include at least 1 more than and 1 less than piece of information. Then the
students complied all their data from their m-n-m graphs and added them to class graph. Then the
students were asked to come up with questions they could ask someone else that could be
answered by looking at our class graph.

After talking with my supervisor about how the lesson went she said I did well in keeping the
students engaged. I think I did well with making sure the students understood the concepts. I
made sure to ask all students questions to gage for understanding. I also made the lesson about
something the students would be excited to graph, and they loved being able to eat their data
after! She also mentioned how well I did with including the higher level questions, which is
something that we discussed me working on. She said I just need to keep working on it. I think
something I still want to work is creating creative and engaging lesson plans, as well as forming
those higher level questions.

I think the students met expectations by being able to evaluate graphs and tell the group what
they noticed. They were also able to correctly count their M-n-ms and color in their bar graphs
accordingly. They were also able to tell three things they learned from the graphs they made.
These included highest color, lowest color, how many more, and how many less. They were also
able to create their own questions about our class m-n-m graph.
Taking the time to reflect on your teaching is a great tool. It is the best way for a teacher to grow.
It allows us to see what we are doing well, and what we can improve on. Taking feedback from
my experienced supervisor is one of the best ways I know to do just this.

Observation 9

I first went over the different parts of a graph with the students; title, labels, and the numbers
used to tell us about the data collected. Them I showed students with think aloud how to
evaluate graphs. How to look at the title, labels, which is the highest, the lowest, and how to
compare two different items. Then I had students, in pairs, talk about what things they noticed
about their own bar graphs. I encouraged them to look at how many more and how many less.
Then I had students fill out their own bar graphs based on the sample of m-n-m colors they
received. Students then had to write three things they learned from their graph on an exit ticket.
They were asked to include at least 1 more than and 1 less than piece of information. Then the
students complied all their data from their m-n-m graphs and added them to class graph. Then the
students were asked to come up with questions they could ask someone else that could be
answered by looking at our class graph.

After talking with my CT about how the lesson went she said I did well in keeping the students
engaged. I think I did well with making sure the students understood the concepts. I made sure to
ask all students questions to gage for understanding. I also made the lesson about something the
students would be excited to graph, and they loved being able to eat their data after! I think some
weaknesses I have are still trying to make my higher level questioning work in my lessons. I
have made some progress, but it is still something I need to work more with.

I think the students met expectations by being able to evaluate graphs and tell the group what
they noticed. They were also able to correctly count their M-n-ms and color in their bar graphs
accordingly. They were also able to tell three things they learned from the graphs they made.
These included highest color, lowest color, how many more, and how many less. They were also
able to create their own questions about our class m-n-m graph.

Taking the time to reflect on your teaching is a great tool. It is the best way for a teacher to grow.
It allows us to see what we are doing well, and what we can improve on. Taking feedback from
my experienced CT is one of the best ways I know to do just this.

Observation 10
I first went over the different parts of a graph with the students; title, labels, and the numbers
used to tell us about the data collected. Them I showed students with think aloud how to
evaluate graphs. How to look at the title, labels, which is the highest, the lowest, and how to
compare two different items. Then I had students, in pairs, talk about what things they noticed
about their own bar graphs. I encouraged them to look at how many more and how many less.
Then I had students fill out their own bar graphs based on the sample of m-n-m colors they
received. Students then had to write three things they learned from their graph on an exit ticket.
They were asked to include at least 1 more than and 1 less than piece of information. Then the
students complied all their data from their m-n-m graphs and added them to class graph. Then the
students were asked to come up with questions they could ask someone else that could be
answered by looking at our class graph.

After talking with my supervisor about how the lesson went she said I did well in keeping the
students engaged. I think I did well with making sure the students understood the concepts. I
made sure to ask all students questions to gage for understanding. I also made the lesson about
something the students would be excited to graph, and they loved being able to eat their data
after! She also mentioned how well I did with including the higher level questions, which is
something that we discussed me working on. She said I just need to keep working on it. I think
something I still want to work is creating creative and engaging lesson plans, as well as forming
those higher level questions.

I think the students met expectations by being able to evaluate graphs and tell the group what
they noticed. They were also able to correctly count their M-n-ms and color in their bar graphs
accordingly. They were also able to tell three things they learned from the graphs they made.
These included highest color, lowest color, how many more, and how many less. They were also
able to create their own questions about our class m-n-m graph.

Taking the time to reflect on your teaching is a great tool. It is the best way for a teacher to grow.
It allows us to see what we are doing well, and what we can improve on. Taking feedback from
my experienced supervisor is one of the best ways I know to do just this.