Anna Latimer

Dr.Wilcox

EDU 370

4/5/2018

Teaching Shapes to First Graders: Reflection (Lesson 3/28/18)

1. Something that went really well: I was really pleased with how the students behaved, especially

during the carpet portion of my lesson. The students did exactly what they were supposed to do. I also

enjoyed the students' enthusiasm for the activity I was running: the marshmallow and toothpick shapes.

They really enjoyed it and so did I. I also paid special attention to making sure my materials were

prepared well, and that contributed immensely to the lesson running smoothly.

2. Something that I'd do differently and why: I wish I would have explicitly stated to the students that

me being at the back table was exactly like Ms. Steed being at the back table...meaning no interruptions.

I also wish I had explained (though most of them knew what to do) what they needed to do upon

completion of their individual work assignments (because I had the one student ask what to do and I did

not have a prepared answer).

3. Something that I learned about myself as a teacher: I learned that...I like doing things myself, maybe a

little too much. I don't know if it's the pressure of making everything perfect for my unit and the grades

involved. But, I put so much time and effort into this. I looked at resources provided by my teacher and

on TeachersPayTeachers, and while I chose a couple of these things to use, most of it didn't fit my

precise needs for what I wanted to accomplish in the classroom. So, I made most of my teaching

materials myself. Not to mention, expended time and effort cutting things out, writing lesson plans, etc.

So, I still don't understand how I am ever going to conform to the rule — don't use more time in
preparing it than students will to use it in the classroom. I know I am going to have to if I'm going to

survive as a teacher...but I am not doing so well with it thus far.

4. Something that I'm sure students 'got' and how I know: Students definitely came to an understanding

of counting sides and vertices, or cemented what they already knew about it. The students were able to

count sides and vertices in the marshmallow shapes lesson, and demonstrated this knowledge

independently on the post-assessment, with all students counting the number of sides and vertices

accurately for both shapes given.

 Wesleyan College
Lab Course Observation Instrument (LCOI)
3
Name Course Date. Observation #
Va ni)GY CS In) r /Cc/
Cooperating Teacher School Grade/ Area Evaluator
KEY: NAP= Not Present or applicable 1 = Emerging 2 = Developing 3 = Proficient 4 = Exemplary

NP 1 2 3 4 Observation Proficiencies TCOI

i 1) Lesson planning, preparation and organization are evident. II-3b II-3b
/ 2) Materials are organized and distributed efficiently. 4tisee iyvv\ a 4 oorkstvetc , b,■-s, fadl II-5a; II-5b II-5a; II-5b
3) Various and appropriate resources are utilized y - ,-cf a.e-4 el,. c. te-o- 0 ' -rte II-3b II-3b
./ 4) The purpose of the lesson is articulated (communicated to the students). I-2b I-2b
5) Sound knowledge of the content is evident. I-la I-la
6) The lesson is designed to accommodate a variety of student abilities and learning I-lb; II-4b; II-4c I-1b; II-4b; II-4c
j styles.
7) "Real world" connections are addressed in the lesson. I-lb I-lb
8) Objectives are measurable and relevant. 5,, ': I-1b I-1b
9) Students are given clear directions and demonstrate a readiness to complete the II-4b II-4b
4 assignments/assessments.
✓ 10) Assistance is provided to individuals or groups as needed. I-2b I-2b
11) Adequate feedback and encouragement are provided to the students. II-5c; II-6a; II-6b;II- II-5c; II-6a; II-6b;II-6c
6c
12) Knowledge of the students' background and performance is used to assist in III-7a; III-7b; III-7c III-7a; III-7b; III-7c
developing activities and assessments. ! - '''r ^,,-,'-, i -
,

13) Assessments are aligned to the lesson objectives. III-7a; III-7b; III-7c III-7a; III-7b; III-7c

14) Candidate closes lesson effectively (eg: Provides students an opportunity to self- III-8a; III-8b; III-8c III-8a; III-8b; III-8c
assess)
/ 15) High academic expectations are communicated to students. II-3a II-3a
16) Students are treated fairly and equitably. II-6a; II-6b; II-6c II-6a; II-6b; II-6c

✓ 17) The classroom environment is supportive of learning. \k,-/ 4- , / II-5a; II-5b; II-5a; II-5b;
✓ 18) Transitions are effective . II-5a; II-5b II-5a; II-5b
19) The candidate speaks and writes standard English clearly correctly and distinctly. II-3a II-3a
I
, 20) Effective classroom management skills are evident. P r .le re-cl i,40. A?). II-5a; II-5b; II-5c II-5a; II-5b; II-5c

Student' Signature Dat Evaluator's Signature

k144-.
44/00:4
4
ate
A plan of action addressing any area where a '1' was received should be submitted within one week of signing this form.
"NP" (not present) is not a "0" score. This should only be used when an area was not included in the observed lesson. REVISION: (12/10/14)