Anda di halaman 1dari 3

Lesson Plan & Implementation:

Reflection and Analysis


College of Education

Reflection is a critical process for supporting your growth and development


as a professional. At the end of each lesson, you should reflect on the
experience and analyze its effectiveness. This part of the process consists of
two parts: the reflection and the analysis.
In order to receive full credit your reflection and analysis must include
specific references to the video with time correlations. For this reason, it is
strongly suggested that you complete a chart as you watch your video with
the following headings and focus your viewing on the student learning goal
and/or teacher instructional goal.
Time

Celebration/Struggle/Questio
n:

Claim about teaching


practice

After first problem was


given

Students get done quickly


and get distracted

Need to have additional


activities for students who
finish work early or finish
quicker than other
students

6 min

ALL students understood first


questionWOW

Bar graphs are a concrete


concept that is easy for
this group of students to
understand

8min. 43 sec.

Student says I disagree with


[student name] because

Using accountable talk to


discuss math strategies
helps students work
through their productive
struggle

-Sparks class discussion

You do not have to answer all of these questions, choose 3-4 and answer
thoroughly. They are meant to prompt your thinking. Your reflection should
make sure to address both reflection and analysis.
The Reflection: The reflection component should make you think about your
overall impressions and feelings that you had. You also might address
something that surprised you or something that made you pause.

This group of students is very interesting. With this being the higher level/more
advanced block, I expected the students to do well and easily understand bar graphs. One
thing that I noticed very quickly was that because this concept was easy for many of these
students, they finished the opening problem much quicker than I expected. When this
happened, there were many students shouting out Im done and Now what do I do.
Seeing this, I asked the students to discuss with other members of their table group, who
were also finished, about how they solved their problem and what strategies they used. If
I did this lesson again with the same group of students, I ask the students to create and
solve their own problems. This way, students would be able to create a problem but also
work with each other to solve other students problems as well.
Many individual student thinking strategies surprised me throughout this lesson.
Because this is the more advanced group of students, some of them think more abstractly
and sometimes have trouble with very simple, concrete math problems. I began to notice
this while walking around and conferencing students during independent work time on
the first problem that was given. One student, in particular, caught my eye. He is AGP
and above level in all subjects. He was confused that there was not more to the bar graph
problem, but rather just simply interpreting what is on the graph. I related to this because
this is how I think and it reminded me of myself in math classes. On the other hand,
students who sometimes struggle with more abstract concepts, such as multiplication
equations, grasped this concept very easily. It was very interesting to work through these
problems with different types of students, as I was able to use different approaches to
adapt to different learning strategies.
From our math methods course this semester, I learned that bar graphs are one of
the first graphs that students learn and use to represent data. This held true for this class.
This group of students learned pictographs and then transitioned into bar graphs. In the
packet that the students completed at the end of the lesson, there were problems that
involved students creating and comparing data from pictographs and bar graphs together.
This allowed them to see the connection between the two concepts as well as work on
new concepts such as making scales for graphs and interpreting data. The bar graph unit
also went along with what we were doing in science that week as well. While students
were working on their stem fair projects, they were required to make a frequency table
from their collected data as well as make a bar graph. I love that these two subjects
aligned perfectly because students were able to use real life data that they collected in
order to make a graph. Because each students data was different, all of the graphs were
different. This made a great math assessment tool because we were truly able to see if
students understood how to accurately represent data in a bar graph.
The Analysis: The analysis part addresses the lessons effectiveness to
what extent did the students meet the objectives stated in your lesson plan
and how do you know? Make a claim about student learning and support it
with evidence that you gathered from the lesson.
Overall, I think that the class as a whole did especially well in this
lesson today. The students had learned about bar graphs in the two days
prior to me teaching this lesson. After conferencing with my CT, she told me

that the students were really understanding this concepts and that this
lesson probably would not be too difficult for them to grasp. Knowing this, I
went in with extremely high expectations and I am pleased to say that this
group of students surpassed them. It is so exciting to see students
understanding because not only was I extremely happy about it, but so were
the students. This lead to them being more engaged and enthusiastic during
discussions and increased motivation for finishing their work as well because
they were confident in what they were doing. I would like to carry this
enthusiasm into other lessons because I believe that it really did contribute
to the students success.
This lesson was taught and observed to the first block of students,
which is the more advanced block. Even though I was not formally observed
while teaching the afternoon block, I learned a lot from this group of students
as well. The second block, which consists of many students who are at or
below level, was a lot different. This group of students typically needs more
concrete examples and explanations when teaching math concepts, and this
held true for this bar graph lesson as well. While the first block of students
were able to figure these problems out on their own or through class
discussions, for the most part, the second block of students needed more
guiding questions from me throughout the lesson. For example, when asking
students to explain how they got to an answer, student in the first block were
able to explain all of their steps without probing. Students in the second
block needed more questions such as what does this bar represent, how
do you know that, and do you see any connections.
Although these students did understand the material, the steps to get
to that understanding were very different from the first group of students.
This is very interesting because it just shows how different lessons can be
because of the students, even if the lesson plan is the exact same. However,
the important part is that these students were able to successfully learn the
material as well, and being aware of these necessary modifications is what
got them to that point. I think this is an important point to take into
consideration as we move into final internship. Being in the classroom
everyday will teach me even more about these students, making
modifications for lesson plans much easier because I will know the students
on a deeper level.

Anda mungkin juga menyukai