Lesson Analysis & Reflection The lesson analysis and reflection will be over a mathematics lesson taught to a small group of second graders in a resource room. The timing of this lesson was appropriate. I had enough time to go over the lesson thoroughly. I finished a few minutes early and was able to re-iterate the strategies taught during the lesson Sample Self-evaluation (written in teacher's log after lesson) #1 This group of students is great! They remembered a lot from the last lesson. All of them demonstrated eagerness to learn. Overall, the lesson went really well. I called on students by name and used information about The Effect of Sucrose Solution Concentration on Osmosis in Potato Chips Words | 3 Pages. APPARATUS A potato Sugar solutions (, , , , , and ) Borer Scalpel Tweezers Scales 6 test tubes Test tube rack Measuring cylinder I will measure the amount of sugar solution in the test tubes
Reflection Paper (Nstp) - Words
My lesson was intended for our unit on Informational Text with my sixth grade language arts classes, covering two 50 minute periods. Brief narrative of implementation of lesson. Who were the students and how did everything go? We met in an open classroom at my school that had enough computers. At the beginning, I shared the goals for the lesson and reminded them they would be held accountable in the end for writing summaries using their concept-maps.
We began the lesson by reading the text together, pausing to point out specific text features example of a reflection paper about a lesson. title, sub-headingsdiscussing how they help us gain meaning from the text. us site. By the end of the lesson, students demonstrated an understanding of the learning targets; their subject of the article was in the center circle, main ideas branched off from there, and supporting details connected with their main ideas. Two things that the kids shared with me that they liked was how easy to use the website was and how it helped them organize their notes better.
What was learned? What were the learning goals of this lesson? Underlying assumptions? Many students struggle with how to effectively read and take notes on informational text pieces. Many just write down as much as possible but are unable to explain major aspects of the article.
The three goals for this lesson included: 1 determine a central idea of the text and how it is communicated through particular details. Ultimately, example of a reflection paper about a lesson, these goals were intended to help my students be more effective informational text readers and writers.
What are the constraints? Students read and took notes on a piece of informational text through a note taking strategy called concept-mapping that lets all learners to communicate information through concepts; they write notes about the subject, main ideas, and supporting details of an article, and connect them appropriately to represent the relationships that exist among each.
I see this lesson helping those who do not comprehend text well through traditional notes such as outlining. It also affords visual thinkers because it shows relationships among parts of the text. What may also hold some back is that they are time consuming and to some may appear cluttered or distracting, example of a reflection paper about a lesson. It may also not work the best for logical thinkers who prefer information to be represented through lists or outlines.
How does learning take place? What elements of constructivism did you observe? What elements of behaviorism did you observe? Were any other learning theories present?
The lesson was scaffolded so that in the beginning I controlled the process through modeling, gradually shifting the thinking load to students. Throughout this process, we were constructing our concept-maps together. I guided students through the process by prompting them with questions that fostered their metacognitive skills.
For example, they shared their thinking about why and example of a reflection paper about a lesson they made the decision to branch into a new concept, new main idea, or something else. They needed to support their answer by going back to the text. Was your lesson intended to supplement or supplant existing curriculum? Or, was it intended to enhance the learning of something already central to the curriculum or some new set example of a reflection paper about a lesson understandings or competencies?
I plan to use this lesson during first quarter next year when teaching my unit on Informational Text but it could supplements other too. This is because I want my kids to be better at reading informational text as well as be prepared to write summaries on articles for the subsequent research project. However, the lesson teaches students a skill that they can apply to other learning contexts.
How are important differences among learners taken into account? Concept-mapping supports learners who struggle with comprehension specifically with informational text.
I learned about it through an intervention program at my school. us offers a color feature which particularly supports students who struggle with organizing their ideas.
Having organized notes will also better enable learners who struggle with structuring an essay to write well developed summaries. Finally, the lesson gives students a choice to complete their concept maps independently or with a partner. This allows learners at different abilities levels to pair up and support one another. What do teachers and learners need to know in order for your lesson to be a success?
What knowledge is assumed? Teachers need to model the skill clearly and concisely by thinking out loud and checking understanding.
Teachers need spend time adding to the concept-map with the whole-class to identify misconceptions and prepare confident leaners. us website so they can demonstrate it well for students. How did you assess what students were doing and what they were learning from this activity?
How did you hold them accountable for the work they did? Formative assessment took place during whole group practice with the concept-maps as well as through walk arounds I did while students worked on the computers. Their final summaries served as their summative assessment.
These helped me assess how well they did with including all main ideas and supportive detail of the topic of the article. What role does technology play in your lesson? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning? I used a example of a reflection paper about a lesson website called bubbl.
us which enhanced the concept-mapping part of the lesson. It allowed students to have a visual representation of their notes from the expository text piece. It also has a color feature that helped them organize information into subject, example of a reflection paper about a lesson, main ideas, and details.
us is also very intuitive, easy to use with minimal distractions from learners. Finally, bubbl. Also, if you want to keep your notes you need to have access to a printer or save it to your account, otherwise they will be lost.
I example of a reflection paper about a lesson students to have a tough time knowing what information should go onto their maps. This is why I spent a lot of time modeling it and working along with them until I felt confident they were ready to do it themselves. Students also had questions on which colors they had to use when, so we needed to have a discussion on why I wanted them to use color, so they could separate each of their sub-ideas.
This would become important for their written summaries when they needed to discuss each main idea. Learning outcomes were met. Their concept maps and summaries included all major parts of the article in an organized, cohesive way.
During the lesson, I was please to see students who were going back to the text, re-reading sections to discuss major supporting details. As I walked around the room, I asked individuals and partners to explain to me why a given supporting detail connected with the main idea. This allowed students to share their thinking, so they were using metacognition.
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Jenny Gough's Blog. Skip to content. Home Assignments Introduction Resources Tools Wicked Problem. My Lesson Reflection Posted on June 27, Leave a comment. Reflect: Implementation Reflection 1. Brief description of lesson plan My lesson was intended for our unit on Informational Text with my sixth grade language arts classes, covering two 50 minute periods.
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This essay example is written at a middle or high school level, reflecting on the arrival of a younger sibling. In my short life, there are many experiences that could qualify as life-changing. Every new experience was, at one time or another, the first experience. For good or bad, each instance changed the course that my life has taken The Effect of Sucrose Solution Concentration on Osmosis in Potato Chips Words | 3 Pages. APPARATUS A potato Sugar solutions (, , , , , and ) Borer Scalpel Tweezers Scales 6 test tubes Test tube rack Measuring cylinder I will measure the amount of sugar solution in the test tubes 6/27/ · Reflect: Implementation Reflection. 1. Brief description of lesson plan. My lesson was intended for our unit on Informational Text with my sixth grade language arts classes, covering two 50 minute periods. The purpose was to teach students a more visual way to take notes in order to aid their comprehension with informational texts through a
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