Sophia Palajac
Dr. Brondyk
EDUC 310-311
25 November 2019
Individual Lesson Reflection
Over the Fall 2019 semester, I was placed at Black River Elementary school in a first to
the third-grade classroom. During the semester I taught both a small and large group lesson. One
of which was a science lesson and the other was a math lesson. For both of these lessons I came
ready and prepared to teach. When it came time to create the lessons, I kept in mind the needs of
my students and what they knew before teaching my lesson. Now that I have taught both of my
lessons, I know some specific elements went well. For example, by deciding to wait and teach
my lessons until the middle of the semester, I gave the students the opportunity to get to know
me. They understood what my role in the classroom was and that I had the same expectations
that my mentor teacher had. With this said, I did not encounter any behavior issues and I was
able to stay within the time frame I was given to teach my lesson.
Also, by taking into account my students' needs I was able to keep the students engaged
and interested in both of the lessons. Additionally, as their teacher, I knew that my attitude
played a major role in how my lesson turned out and in how my students respond. Therefore,
during both of my lessons, I remained positive and upbeat. This showed the students that I was
interested in the topic and thus they should be too. Lastly, in both lessons, I made sure I included
both hands-on and interactive activities. For example, in my science lesson, I had the students
moving around in the classroom and had them taste test an assortment of seeds. In the math
lesson, I introduced the topic of the lesson with a game, this game was called “Finger Cards”. In
this game, the students were able to have a friendly competition with one another as well as
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practice their number recognition skills. Overall, all of these elements and outcomes contributed
If I were allowed to teach these lessons over there would be specific areas in each that I
would do differently. For example, after teaching my science lesson I would have the students
take a field trip outside. While they were outside, I would ask them to be detectives and explore
the outdoors. I would ask the students to look for seeds and to bring those seeds back with them
to the classroom. I would ask the students to share what they found with the entire class and then
have them research where their seeds had come from. Due to time restraints and the weather I
was not able to take the students outside when I taught my lesson. Additionally, in the science
lesson, I would give the students a plastic knife so they could analyze the seeds before they taste
tested them. Lastly, now that I know the importance of science journals, I would also provide
opportunities for the students to self-reflect, ask questions, and write down important information
from the lesson. I would provide a little guidance as to what they should include in their journals,
but I would also allow them to express their thoughts in a way that best suits the learning style.
Now that I have taught my math lesson the first element, I would change would be the
way that I had presented the “Finger Card” game. I would make sure to remind the students
before beginning the game, that this is only a “game”. Therefore, it does not matter if you end
with more or fewer cards than your peers. The purpose of the game, however, is to work on and
practice their number recognition skills. For the students to understand that I am serious, I would
tell them that if any of them start to brag about the number of cards they have then they will have
to turn their cards in, and they will be excused from playing.
In my first lesson, the students learned all about seeds. More specifically, they learned
about how they travel and their purpose. Towards the end of the lesson, the students were able to
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discover which types of seeds they can eat and which types of seeds we cannot. The formative
assessments I used were their responses and reflections completed on their first sticky notes.
Also, I used the student's responses throughout the lessons to help guide me. After analyzing this
data, I gathered that the students had met the objective of my lessons. The students were able to
tell me what seeds were and were able to tell me about the four ways distant ways seeds travel.
The summative assessment I used in this lesson was the student's responses and reflections
written on their second sticky notes. These sticky notes were handed out near the end of the
lesson and showcased how their knowledge of seeds had expanded. The second summative
assessment I chose to use was based on the students' responses during their partner's discussion.
During this time, I walked around the room and took notes on what the students were saying to
one another. After analyzing the notes and data that I have collected, I concluded that the
In my second lesson, the students were able to see and identify the connection between
numerals and quantities. Students learned this math concept with the help of the math
manipulative, the abacus. For this lesson, the first formative assessment I chose to use was the
“Finger Card” game. This game showed me each of the student's capability to associate the
written numbers shown on the cards to their correct names. The second formative assessment I
used was the students' ability to properly build a staircase like a figure using both the strips of
paper and their abacus boards. After analyzing this data, I concluded that the students did not
have a great understanding of the relationships between the numbers they showed and the
qualities they had counted. The summative assessment I choose was the math exercise I had the
students complete on their own at the end of the lesson. While they each worked through this
exercise, I took down notes regarding the progress that the students were making. After
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analyzing my notes and my data I concluded that the students had a better understanding of
From both of these lessons, I have learned some crucial information. As a future teacher,
these lessons allowed me to build my confidence in not only planning lessons but in teaching
them. In my science lesson, I used a children’s book to connect all of the key points my mentor
teacher wanted to get across. In class, we learned about how children’s books do not only help
teachers teach literacy lessons, but they can also be used to help teach other subjects matters, like
science. Knowing that my mentor teacher wanted me to get across a lot of ideas within a short
amount of time I thought I could complete this task through the use of a children's book. After
looking through Hope’s library I found one book that fits perfectly. By integrating this book into
my lesson, I was able to get all my points across and met my lesson objective.
While I was planning and creating my math lesson, I saw first-hand what some of the
advantages and disadvantages were with scripted lessons. In class, we talked about some of these
pros and cons and how scripted lessons come in and out of style in the field of education. At this
particular moment, scripted lessons are in. After this class discussion, I thought I would benefit
greatly from scripted lessons because they would provide me with an appropriate amount of
teacher guidance. However, when looking over the scripted math lesson that my mentor teacher
wanted me to give, I had a hard time connecting all of the pieces. For example, the lesson
objective did not match the task the students were asked to complete. With this said, instead of
Both of the planning of these lessons together taught me a lot. For example, while I was
creating my science lesson it never really occurred to me how complex and broad Michigan’s
education Science standards truly are. With this said, I learned that whatever standard I chose for
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my lesson I had to keep in mind that I will not be able to cover all areas of the standard. It would
take more than just my lesson on seeds to meet all the criteria asked by the following standard:
“Use materials to design a solution to human problems by mimicking how plants and/or animals
use their external parts to help them survive, grow, and meet their needs”. As a future teacher,
this lesson was a good reminder that education standards take more than a day to teach. For
some, standards can take weeks for students to fully master on their own.
Also, with these two lessons, I was presented with a challenge that I was able to learn
from. This challenge was to try to anticipate the questions your students might ask throughout
your lesson. For my future lesson plans that I create, I should write these possible questions out
and include the responses I would give back to them. By doing this, I will not be surprised or
thrown off by what my students might ask. Through this preparation I will also be able to remain
confident in the content that I am teaching. Also, it will help me make sure I am staying on
schedule timewise and feel that I am using the student's time efficiently. With both of my
lessons, I thought about what kinds of questions the students might ask and came up with a
response. By doing this I felt well prepared and ready to teach my lessons.
In only a few short weeks, I will begin my student teaching. With this said, I have created
the following two goals for myself. My first goal is to try and find a connection between my
lessons and real-world problems. By doing this my students will understand and see that what
they are learning has meaning and therefore, there is a reason they should take the time to learn
about it. Also, by making these connections, my students will be aware of what is going on in
our world and will be able to think about ways they could solve them. My second goal for
students to be presented with a challenging task. I want to emphasize the idea that failure is
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acceptable and at times even appreciated because from these failures’ students see what they did
wrong and learn how to do them differently. I also would like to help my students by providing
them with strategies that they can use to help them tackle problems. With this goal, I hope to