1) Teacher Reflection

Describe the portions/aspects of the lesson that worked well and why.

There were many aspects of the lesson that worked well in the Telling Time lesson.
Pulling the anchor chart on how to read an analog clock, I think, was a very good and useful
part of the plan. Reviewing the chart before starting the lesson helped to activate the students
recently learned knowledge and any background knowledge the 2nd graders may have had from
their 1st grade class. The anchor chart and the verbal review of breaking down the steps of the
analog clock allowed time to see where the students understanding stood as well as opened up
space for questions. This also was a great segue into the lesson that prepared the students for
what we were about to talk and learn about.
The informal chat before the lesson about time, clocks, and the importance of both also
helped to loosen students up and make them more comfortable with the subject at hand. I think
it worked to make them comfortable because it was a way to express that, even though they
may not all know how to read an analog clock fluently yet, they all know something about time,
do things that revolve around time, and are well versed in working around time as a known
concept. The conversation also worked as a primer for the lesson to get the students in the
mindset of thinking about time and telling time.
Part of the informal conversation before the lesson for the 2nd graders was about
differentiating between A.M. and P.M. times and we spoke about these by talking about activities
we typically do in the morning or the evening. This part of the conversation also helped the 2nd
graders relate a time concept to their lives to help make it more understandable.

Describe the portions/aspects of the lesson that did not go as planned and why.

A major aspect of the lesson that did not go as planned was the time allotted for the
lesson. We took nearly twice the allotted time up for the lesson for both the 1st and the 2nd
graders. Taking longer in the 1st graders lesson meant we started the 2nd graders lesson later
which then also took longer. I think this happened because we tried to do too much in one
lesson where we should have split the lesson up over at least two lessons to both fit with our
desired timeframe and give the students enough time to get a better handle on the material.
Therefore, I would consider this two aspects of the lesson that did not go as planned; 1) the time
allotted and 2) the amount of activities and information we tried to fit into one lesson.
The level of the students knowledge of analog clocks was also not where it was
expected to be at this point in the week, which could also have been aided if we had split the
lesson up and spent more time than we did on practice. This leads to another aspect that did
not go as smoothly as I would have liked: the ability of the students to play the game in the
manner intended. This could also be improved upon with more time for practice and modeling
as well as simpler instructions that the students cannot get lost in.

Discuss what you would do differently next time to better support your students
learning.

As mentioned in the previous topic, one thing I would absolutely do differently next time
is to split the lesson into at least two lessons so that more time can be spent on modeling and
practice as well as review. This would include much more time spent on watching and learning
how to play the game before doing so themselves and more time with partners to discuss
review questions and the game. I would also adjust the game so there are not so many
sentence prompts that the students need to keep jumping between to play correctly as this

seemed to be too confusing for many. Another aspect of the lesson that I would adjust is to add
in time where we discuss the physical clock itself and how many hours and minutes there are on
the clock and why. A better understanding of the physical clock would aid in the students ability
to play the game and read the clock.
As I had a few students that became a distraction to the class and are very
energetic, I would also like to take a moment before the lesson starts to ask these students,
discreetly, where and how they would best learn as this is something they need to do. A
challenge that was brought to my attention of my students switching between shouting out
answers and/or raising their hands and waiting to be called on would also be addressed before
asking any question. If I had my own classroom, perhaps I would have a sign for my students to
know when I expect quiet hands and when calling out is appropriate but as this is not my
classroom, next time I may just have to differentiate the different questions verbally before
asking the question itself. Another thing I would like to do in regard to students answering
questions would be to get in the habit with my class of having thinking time. This would take
some getting used to at first but the idea is that the students would know not to raise their hands
right away if I ask a question. They should take time to really think about the question and their
reasons for arriving at their answer as that is just as important, in my mind.

Provide evidence from the lesson that allows you to determine whether or not each
of the outcomes for the lesson were met.

During the partner time when both teachers were observing and aiding when
needed, the students did seem to know how to either draw on hands or manipulate the
hands on the analog clock to show a specified time. Although this did take some
prompting at times, I saw the problem not to be a lack of understanding of how to show a
time but of how to play the game. This held true for the reading and recording time

objective of the lesson as well. Once I sat down with aa group and explained, step by
step, the game process, the reading and recording did not seem to be too much of an
issue for most students. If one were to read it incorrect and asked to explain their
reasoning, they would self-correct once they looked up at the anchor chart to explain.
As for the denotations of the hands on the clock, the students verbally shared their
understanding of the hands during the review section of the lesson. This was also
formally assessed on the first grade exit slip. Finally, the objective involving the sentence
stem way have been the one with most difficulty. Once the students knew which stem
related to which box on their sheet, they could follow the instructions pretty well.
However, the existence of two separate stems did cause confusion and needed
redirection. This should not be seen as a fault of the students but more a learning
opportunity for the teacher. I know now to make the stems simpler and fewer so as to
cause less confusion. Since the students are already learning a new game, adding
multiple parts was not a good decision and should be adjusted for future lessons.

Describe how you will use data from the assessment portion of your lesson to inform
future lessons. For example, consider what you would do if a significant portion of
the students did not do as well as expected in one or more of the assessments

The data from the assessment portion of the lesson would be used to inform future
lessons as well as the speed of the class in this unit. If the students seem to have a
good handle on this unit, I know that I can review and continue to move at the selected
pace. For the most part, however, the students results seemed mixed and so would
advise that the future planned lessons be pushed later in favor of reviewing any gaps in
understanding. If most students had the same areas of misunderstanding, perhaps
lessons and review sessions on those areas would be best. If the understanding is

lacking in a few common areas, then perhaps stations would be a good way to help
students in understanding the parts they specifically need help with. If the class did well
overall with only a couple students who need a bit of help, one on one time with those
students would be helpful to keep the class on track. Also, if the class as a whole just
had gaps all over the place, I need to rethink how I taught the material and start again in
a way that works for my students. In this way, the formal assessment at the end can help
to tell me not only where my students may or may not need help, but also informs me of
whether the methods I used to teach are affective for my class.