HUFEOS Harding University Learning Page and Reflection

Intern Cooperating Teacher: Mrs. Crawford

Cooperating School University Supervisor: Dr. Adair
Grade Subject: 4th Grade Social Studies
Date of Obs. (Month Day Year): January 22, 2018

LEARNING PAGE To be completed before observation.

REFLECTION To be completed after observation, either by the teacher/Intern alone or by the
observer during the course of a post observation interview.

1. INSTRUCTIONAL OUTCOMES
What are the instructional outcomes for this lesson? (FFT – 1c)
The students will be able to answer questions about westward expansion specifically the Louisiana Purchase.
The instructional outcome will be written on the board.
Why have you chosen these outcomes? (FFT 1c)
This instructional outcome will provide the students with necessary knowledge related to the growth of the United
States in the early 1800s. This knowledge of history will better prepare the students to live in the present and future
United States.
To what extent did students learn what you intended? How do you know that? (Provide evidence of one student that
performed well and one that still needs assistance. Describe how you will address future learning for both). (4a)
My students were proficient and advanced in their understanding of Westward Expansion specifically the Louisiana
Purchase. The students showed their understanding through completing their Response Journal questions and self-
assessing.
● Brodie performed well. He scored a 5 / 5 on the Response Journal and put a 5 on his self-assessment. I will
keep encouraging Brodie’s further questions, and encourage him to read about Westward Expansion topics
when he gets done with his independent work early.
● Malachai needs assistance. He scored a 4 / 5 on the Response Journal and put a 2 on his self-assessment. I
will strive to involve Malachai in class discussions to ensure he is learning throughout the lesson and
continue to provide him with assistance during independent work time.
Adapted from Charlotte Danielson’s HUFEOS #005 The Handbook for Enhancing Professional Practice Revised 2013
2. STANDARDS
What specific district student expectations, state frameworks and content standards are in your lesson? (FFT 1a)
4.H.3.F.
Investigate the causes and consequences of westward expansion prior to 1800.
How will this lesson engage students in significant learning? Explain. (Bloom’s taxonomy, critical thinking,
problem solving) (FFT 1e)
The students will have the opportunity to explore the many facets of Westward Expansion by independently recalling
and expressing in writing what they know about Westward Expansion prior to the mini-lesson; examining pictures
of relevant people and places concerning the Louisiana Purchase; participating in whole group discussion about
Louisiana Purchase related topics; independently answering questions in their Westward Expansion Response
Journal with answers they can argue, justify, and support; and self-assessing.
How do these goals fit into the broader curriculum, including prerequisite relationships and broad concepts of this
discipline? (big ideas, enduring understanding statements, previous standards) (FFT 1a)
These goals fit with the goals of the broader curriculum by bolstering the social studies knowledge of history.
History one of the five aspects of social studies (government, history, economics, geography, and culture) that fourth
grade students should have an understanding of. Further, these goals work to promote problem solving and critical
thinking skills in the students.
Were these standards appropriate for this lesson? Explain. (4a)
Yes, the standards were appropriate for the lesson. The lesson highlighted the importance of the Louisiana Purchase
and its influence in causing the United States to expand to the West.
How did this lesson engage students in significant learning? Explain. (4a)
The students had the opportunity to dig deeper into Westward Expansion by recalling, expressing, examining,
discussing, arguing, justifying, supporting, and self-assessing. This engagement occurred during the anchor chart
mini-lesson, discussion, Response Journal, and self-assessment time.
Adapted from Charlotte Danielson’s HUFEOS #005 The Handbook for Enhancing Professional Practice Revised 2013
3. ASSESSMENT
How and when do you plan to evaluate student learning? Show a variety of assessments (formal, informal,
modified). (FFT 1f)
The students will be able to answer questions about westward expansion specifically the Louisiana Purchase.
I will informally assess the students prior knowledge of Westward Expansion by having them fill out a graphic
organizer with information they know about Westward Expansion. This graphic organizer will serve as formative
assessment.
I will informally assess the students understanding of the Louisiana Purchase, at the end of the lesson, based on
their answers to the questions in their Westward Expansion Response Journal. This entry will serve as a formative
assessment.
At the end of this two week unit the students will take a Westward Expansion Unit Test that will have one short
answer question concerning the Louisiana Purchase. I will use this test to formally conduct a summative
assessment.
How are the assessments aligned with the instructional outcomes? (FFT 1f)
● The students will be able to answer questions about Westward Expansion specifically the Louisiana
Purchase.
○ Graphic Organizer
○ Westward Expansion Response Journal
○ Westward Expansion Unit Test
○ Self-Assessment
How will your students self--assess? (FFT 1f)
The students will self-assess at the end of the lesson, I will prompt the students to ask themselves how well they
understand Westward Expansion and the Louisiana Purchase at the end of the lesson, I will encourage them to rate
their understanding on a fist to five scale and then put their answer on the Louisiana Purchase page of their
Westward Expansion Response Journal.
Has anything that happened during this lesson influenced your evaluation plan? If so, how has it changed, and why?
(FFT 4a)
Why have you chosen this approach to evaluation? (1f)
● Graphic Organizer
○ This assessment expresses students’ prior knowledge and allows for the evaluation of student
growth.
● Westward Expansion Response Journal
○ This assessment shows the students ability to independently answer questions about the mini-
lesson.
● Westward Expansion Unit Test
○ This assessment reflects the student's’ overall understanding at the end of the unit and allows for
the evaluation of student growth.
● Self Assessment
○ This assessment reveals the students own perception of their understanding. Further, it teaches
students the importance of self-reflection.
How will you use the information from the evaluation to plan future instruction? (4a)
● Graphic Organizer
○ This assessment of students’ prior knowledge will be used for the evaluation of student growth.
● Westward Expansion Response Journal
 ○ This assessment showed the students’ ability to independently answer questions about the
Louisiana Purchase. I know from the results that overall the students had a proficient
understanding of the lesson. Thus, I will move onto a new areas of discussion about Westward
Expansion.
● Self Assessment
○ This assessment revealed the students’ own perception of their understanding. This assessment
showed that overall the students had a proficient understanding of the lesson. Thus, I will move
onto new areas of discussion about Westward Expansion.
Adapted from Charlotte Danielson’s HUFEOS #005 The Handbook for Enhancing Professional Practice Revised 2013
4. STUDENT GROUPING
How will you group students for instruction? (FFT 1e)
● Whole Group
○ (at carpet)
○ Warm up discussion about Westward Expansion
○ Anchor Chart
● Independent
○ Westward Expansion graphic organizer
● Whole Group
○ (at desks)
○ Mini-Lesson
○ Powerpoint about the Louisiana Purchase
● Partner
○ Buzz about the “Think about it” questions
● Whole Group
○ (at desks)
○ Discuss the “Think about it” questions
● Independent
○ Answer the questions in the Westward Expansion Response Journal
○ Self-Assessment
This grouping is student centered. The variation in the grouping allows for whole group, partner, and independent
learning time.
How would you group students for similar instruction in the future? Why? (4a)
I would group the students in the same way. This grouping worked well for the lesson. Meaning, the students
remained engaged and focused on the learning. Further, this grouping was student centered, and the variation in
the grouping allowed for whole group, partner, and independent learning time.
5. METHODS
What teaching method(s) will you use for this lesson? (FFT 1e) (What does the teacher do?)
● Guide discussion and anchor chart time about Westward Expansion
● Model how to recall prior knowledge about a subject to prepare students for graphic organizers
● Monitor students working on Westward Expansion graphic organizers
● Lecture about Westward Expansion and the Louisiana Purchase during the mini-lesson
● Facilitate a discussion about the “think about it” questions
● Answer questions and monitor students during Westward Expansion Response Journal Time
● Facilitate a student self-assessment at the conclusion of the lesson
. Why have you chosen this method or these methods? (FFT – 1a,1e)
These methods will best guide the students to mastering the objectives for the lesson because the teacher is engaged
in student learning and the teacher constantly changing roles to best meet the needs of the students during the
lesson. Meaning, the teacher is moving around the room morphing from guide, model, monitor, lecturer, and
facilitator all for the benefit of the students.
What typical student misconceptions do you anticipate? What is your plan to dispel them? (FFT – 1a)
● Students limited knowledge of geography may hinder their understanding of the lesson
○ Maps will be used in the powerpoint to visually aid the students
● Students inability to abstractly understand how vastly different the world and the United States were in the
1800s could cause confusion
○ Mini-lesson will provide the students with a historical overview of the time period
○ Student questions will be appreciated and answered during the lesson
In what ways were your teaching methods effective? How do you know that? (4a)
During the course of the lesson, I was able to moving around the room shifting from guide, model, monitor, lecturer,
and facilitator. Thus, I was able to reach my students in a variety of fashions. The display of student understanding
in the assessments conducted result from effect teaching methods.
Adapted from Charlotte Danielson’s HUFEOS #005 The Handbook for Enhancing Professional Practice Revised 2013
6. ACTIVITIES AND PROCEDURES
What activities have you planned? (FFT 1e) (What will the students do?)

Time Anticipated (minutes) Activity

5 Anchor Chart Time

5 Graphic Organizer

8 Mini-Lesson

2 “Think About it” Partner Discussion

3 “Think About it” Whole Group Discussion

15 Response Journal

2 Self-Assessment

How do these activities represent high -level thinking? (FFT – 1e)

● Anchor Chart Time
○ Recall, express
● Graphic Organizer
○ Recall, express
● Mini-Lesson
○ Examine
● “Think About it” Partner Discussion
○ Discuss, argue, justify, support
● “Think About it” Whole Group Discussion
○ Discuss, argue, justify, support
● Response Journal
○ Argue, justify, support
● Self-Assessment
○ Appraise, assess, judge, measure, rate
In what ways were your activities effective? How do you know that? (4a)

Actual Time (minutes) Activity

5 Anchor Chart Time

7 Graphic Organizer

8 Mini-Lesson

2 “Think about it” Partner Discussion

3 “Think about it” Whole Group Discussion

15 Response Journal

1 Self-Assessment
Adapted from Charlotte Danielson’s HUFEOS #005 The Handbook for Enhancing Professional Practice Revised 2013
7. MATERIALS
What instructional materials (including electronic materials or media) will you use? (FFT – 1d, 1e)
● Anchor Chart
● Student Graphic Organizer
● Teacher Computer
● Westward Expansion Response Journal
Why have you chosen these materials? (FFT – 1e)
● Anchor Chart
○ This material will engage the students in whole group, collaborative learning.
● Student Graphic Organizer
○ This material will allow the students to recall their prior knowledge and will serve as a tool to
assess student growth.
● Teacher Computer
○ This material will exhibit a powerpoint that will engage the students in significant learning about
Westward Expansion and the Louisiana Purchase.
● Westward Expansion Response Journal
○ This material will be used by the students to show their understanding of the Louisiana Purchase.
In what ways were your materials effective? (4a)
● Anchor Chart
○ This material engaged the students in whole group, collaborative learning.
● Student Graphic Organizer
○ This material allowed the students to recall their prior knowledge and served as a tool to assess
student growth.
● Teacher Computer
○ This material exhibited a powerpoint that engaged the students in significant learning about
Westward Expansion and the Louisiana Purchase.
● Westward Expansion Response Journal
○ This material was used by the students to show their understanding of the Louisiana Purchase.
8. ACCOMMODATIONS
What interventions or accommodations will be made? In all of your planning for this lesson, how have you
addressed the individual needs of this particular group of students? (FFT – 1b, 1d, 1e, 1f, 4a, 4f)
This class does not include any students with an IEP (Individualized Education Plan) or a 504.
Cultural Heritage: n/a
Language proficiency (ELL): n/a
Advanced Learners: This lesson is crafted to best meet the needs of high/ advanced learners.
Struggling Learners: This class is the high social studies class for fourth grade, so it does not contain students with
learning disabilities. However, there are two students that are limited in their learning ability because they have
behavioral issues that distract them from learning. I will work to use reminding language directed toward both of
these students to help them stay engaged in the learning.
Student Interests: n/a
Economic Status: n/a
Approaches to learning: This lesson will allow the students to view an engaging powerpoint, participate in
discussion, and work independently. Thus, the needs of students that are visual, auditory, interpersonal, and
intrapersonal learners will all be met.
Other: The students have been out of school for an entire week because of snow. Thus, I will preface my lesson with
a social and emotional learning moment. I will encourage the kids to resist the urge to get disengaged despite the
challenge of readjusting to being at school. I will also use reminding language throughout my lesson to guide those
students that are misbehaving or losing focus back to the lesson.
Were these interventions or accommodations appropriate and how do you know? (4a)
The struggling learners in the class with behavior issues responded well to reminding language and refocused on
the lesson.
The majority of students in the class were engaged and interested in the lesson. Thus, I conclude that the needs of
students that are visual, auditory, interpersonal, and intrapersonal learners were all met.
I started my lesson by encouraging the students to remain focused and ready to learn despite being out of school the
week before due to snow. This front loading of expectations seemed to keep the students from being too talkative or
disruptive during the lesson.
Adapted from Charlotte Danielson’s HUFEOS #005 The Handbook for Enhancing Professional Practice Revised 2013