Lesson Review Form ECED 329 Name: Gabrielle Gregorie Todays Date: February 8, 2013 Lesson Topic: Dental

Hygiene Date of the Lesson: February 4, 2013

1. State one objective and describe the ways in which your students met that objective. The main instructional objective of my lesson was for students to successfully be able to describe how to use proper dental hygiene, and to know what a dentist is, how to take care of your teeth, what are things that are good for your teeth, and what are things that are bad for your teeth. In whole group activity, I held a class discussion about what things are good for your teeth such as milk and vegetables. We also talked about things that are bad for your teeth like food that have lots of sugars and soda. The students then participated in an activity were they got to take turns coming to the front of the room and placing certain foods onto a happy tooth and a sad tooth. This activity allowed them to meet the objective of learning things that are good and bad for your teeth. In small group activity, the students took turns brushing and flossing a mouth model that I had made. By getting a chance to practice these dental hygiene skills, they were able to meet the objective of describing proper dental hygiene and how to take care of your teeth. Overall, the lesson incorporated activities and discussions that aloud the students to successfully meet the instructional objectives of the lesson.

2. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. I put a lot of thought into how I would sequence the lesson. To guide them from their known experiences to new learning, I asked relevant questions about their experiences with a dentist and proper dental hygiene. I taught them new vocabulary such as plaque and cavity to allow them to broaden their knowledge on dental health. I tried to come up with a new activity, the happy and sad tooth, to allow them learn about what things were good and bad for your teeth. The greatest helping component in guiding them from known experiences to new learning was the pre-assessment. By completing the pre-assessment the class before the lesson itself, I could see what information they already knew about dental hygiene and base my lesson around furthering their knowledge. Overall, I took into account the knowledge the students had on dental hygiene, and planned discussion and activities that would guide their known experiences to new learning.

3. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. Throughout the lesson, I used different forms of groupings for effectiveness of the knowledge gained. I began the lesson as a whole group so that I could explain what the lesson was going to be about, teach new vocabulary, read a story as a class, and then participate in a class lesson. Starting the lesson in a whole group aloud the students to warm up to the subject of dental hygiene, and benefit from a class activity.

After the whole group discussion, story, and activity, I broke the class up into their small groups. By having the students in small groups, I was allowed to give them one on one instruction and see which students struggled or gained knowledge from the lesson. This small group lesson aloud me to see the effectiveness of knowledge gained from the whole group lesson, and help them to understand the concepts and meet the standard addressed. Overall, using different forms of groups aloud me to teach them the information needed to meet the instructional objectives, and assess each students individually.

4. Describe one way in which you addressed the individual needs of one child or a small group of children. There is one particular student in my class that struggles to cooperate and focus during whole group and small group instruction. Instead of hounding him to focus, sit still, and be quiet, I asked him to be my helper throughout the lesson. During the whole group instruction, he came to the front of the room and helped me to hold up materials used in the lesson. This kept him engaged, and he truly benefitted from the lesson itself. When looking at his pre and post-assessments, the knowledge gained was tremendous and the difference in the assessments was observable and drastic. He also had a more positive and happier self-concept throughout the rest of the day, because he knew that I was proud of him and he knew that he had gained knowledge of dental hygiene. Overall, addressing the individual needs of a child can have a strong impact on the outcome of a lesson.

5. If your management of the lesson presented difficulties, what were they and how did you handle them? I did not feel that the management of my lesson presented difficulties. I would say that the main reason it went smoothly and as planned is because the lesson was very thought out and rehearsed. I spent several nights practicing what I would say to the students, and ways that I could explain the difficult concepts to a group of four and five year olds. I also put a lot of time into my lesson plan, and reviewed and altered it many times up until the day before the lesson. If you prepare appropriately for a lesson, not much can go wrong. I also feel like I have a natural connection and bond with most children, especially the ones in my classroom. I have spent enough time with them to know their individual abilities, which allows me to plan and coordinate the lesson so it can be effective and appropriate. Overall, I thought my lesson went well and presented no difficulties.

6. Describe your assessment process and the ways in which the process provided/did not provide you with an accurate evaluation of how well the children learned the content. During the planning process of my lesson, I thought of ways that I cold appropriately assess the students before, during, and after the lesson that would allow me to see their progress and achievements or the lack of progress and achievements. Before the lesson, I asked the students simple questions such as what is a dentist, how can you take care of your teeth, what are things that are good and bad for your teeth, and any additional comments. This allowed me to see what the children knew about dental hygiene, and what areas of the lesson I should focus on. The during-lesson assessment aloud me to see if the children could interact in the activities of the lesson, and if they were understanding the concepts we were learning throughout whole group and small group instruction. After the lesson, the post-assessment aloud me to see how much the children had gained from the activity, and their understanding of dental hygiene after the lesson was completed. Looking at the

differences made me so proud of them, and showed me the importance of the assessment process. It allows you to help the children individually, and see what areas and concepts they understand and gain from instruction. Overall, the assessment process provided me with an accurate evaluation of how well the children learned the content on dental hygiene.

7. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. My lesson addressed multiple development realms of the children. Not only did it address the subject of dental hygiene, but the lesson also incorporated many other subjects. The children had to practice focusing and paying attention throughout the whole group lesson. This is a difficult task for such young children. During the whole group activity with the happy and sad tooth, the children had to use their creative thinking and schematic memory to decide what foods were good and bad for the teeth. When we broke up into small groups, the children practiced their fine motor skills when modeling how to floss teeth with the yarn. Flossing your teeth is a very hard task for four and five year olds, but since this activity was with an oversized mouth and yarn as floss, it made it easier for them to practice. Throughout all the different discussions and activities, the children were able to work on many different subject areas during the lesson. Overall, I addressed more than one of the developmental realms of the children.

8. Identify the dimension of multicultural education (i.e., James Banks notion of content integration, knowledge construction, prejudice reduction, equity pedagogy, or empowering school culture) that was most critical for you to consider as you taught this lesson. Why do you believe your chosen dimension was most important for this learning experience? I think that the dimension of multicultural education that was most critical for me to consider as I taught the lesson was prejudice reduction. As a teacher, it is always important to not form preconceived judgments or opinions about the students. Students have subject areas that they are strong in, and subject areas that they are weaker in. Every child has their own individual qualities hat they bring to each lesson. In this lesson in particular, there were many things that I had to consider. The diversity and economic status of the classroom was a major topic I had to incorporate. Some of the children had never been to the dentist, or didnt have a toothbrush. When you know these aspects of the childrens life, you have to stay neutral in your opinions and always be cautious of what you say in the lesson to avoid from students getting their feelings hurt. Providing every child with a toothbrush and toothpaste at the end of the lesson aloud them all to leave with the same material from the lesson. To some students it meant so much more than others. I really put my guard down and embraced every child the same regardless of their knowledge or lack of knowledge about dental hygiene. Overall, prejudice reduction is a critical dimension of multicultural education to consider while planning lessons.

9. When you teach your next lesson, what teaching strategy will you work to improve? When I teach my next lesson, my during-assessment process is something I will work to improve. Since my students could all demonstrate how to floss and brush your teeth on the mouth model, the during-assessment was rather redundant. However, on other lessons or with another group of students the situation would be different. I did not have my during-assessment beside me throughout the whole lesson, so if some students

would have struggled, I might have forgotten the comments I had wanted to record for them. In other lessons, not all students will be able to successfully complete the tasks, and having that during-assessment checklist handy and accessible will allow me to recall their progress and achievements throughout the lesson. Overall, I think assessing the students during the lesson will help to improve my future lessons.

10. How would you rate your implementation of this lesson? I rate my implementation of this lesson as satisfactory. I put a lot of planning, effort, and time into coming up with ways for the students to truly learn about dental hygiene. I believe that my lesson was satisfactory because the difference in the knowledge of dental hygiene in the post-assessment compared to the preassessment was tremendous and observable. The children really knew the answers to the questions I was asking in the post assessment, because I gave them the instruction and practice they needed to learn the material. I was very pleased with the way the lesson went, and the reaction of the children. They were all very engaged, and entertained with dental hygiene. Overall, I thought I did a very good job with my first lesson, and hope for the improvement and learning to grow and increase with future lessons.