What surprised you in your lesson?
What surprised me about my lesson, is the number of students who were off task even after multiple redirections. At minute 1:30, I noticed two students with their heads on their desks. When I began to go over practicing SLANT and talked about looking at the talker, those two students lifted their heads and began to look at me. Throughout my lesson (minute 3:49, 11:26), I called on students who I knew were not paying attention. Many times, the students who I called on were not able to answer the question. While watching the video, at minute 7:23, I told the students that I was not going to talk over them. It took 8 seconds to stop talking and allow me to move on with my lesson. One student was not writing on her KWPL chart and when I told them they had 30 more seconds to get their Essential Question done she began to start writing. Throughout the lesson, I had many students get up out of their seats while I was talking. At one point (minute 20:34), I had to stop teaching and remind students of rule number 4. This rule states that we do not leave our seat without permission. When I asked for a “lovely”, at minute 22:18, to come up and show their work, I had a student get under his desk. When the student began talking to the rest of the class, I walked over to the student under his desk and asked him to get back in his seat. At minute 38:15 while going over the directions for how to complete the handout, I noticed there were about 8 students not paying attention. Many of those students needed help answering the questions.
If you were going to teach this lesson to the same group of students, what would you do differently? Why? What would you do the same? Why?
If I was going to teach this lesson again. I would start out with the same question using the pictures. I would however make sure that the pictures really look like apples because that seemed to cause trouble with some students (minute 2:30). Having the student discuss with their shoulder partner allowed students to think more about what the question was asking them.
When doing the KWPL chart, I liked having the pounds to ounces chart already printed in the chart. This saved lots of time, however, I believe I would have had the question already printed on them too because I felt that students wasted too much time trying to find glue to glue on the question strip(minute 6:45 to minute 7:30). I also noticed that when I was ready to move on, students were still trying to borrow a glue stick and they missed part of the instruction.
If I taught this lesson again, I would have used a different way to choose partners for my students. At minute 38:23, I began to pair up students by just calling out names and telling them who their partners were. If I did this lesson again, I would either us the popsicle sticks to draw names or I would have used math cards with equations on them and the students would have needed to find the partner with the answer to their equation.
Describe how you assessed how the lesson impacted student learning? What worked? What would you change?
I used multiple assessment strategies during this lesson. I began by walking around using probing questions when students were talking about the pictures and what they noticed (2:29). I feel this gave me an idea of what students knew about pounds and ounces. While students were working on finishing their KWPL charts, I walked around again to students I knew that struggled with math. I observed what they knew about basic multiplication and see if they could fill in the chart correctly (16:02). One strategy I thought could have gone better is when using the white boards, I could have kept a check list of which students did not answer the questions correctly. I did have the students self-assess at this point and reminded them to be honest with themselves about if they got the answer wrong or right (30:20). I collected their partner work as a formative assessment. Looking back at these, I know that this group struggled with this concept. Many did not complete the number line correctly. At the end of the lesson, (minute 45) I gave the students an Exit Ticket. I only had 4 students get the Exit Ticket wrong. I feel this Exit Ticket was a little too easy and did not challenge the students. Also, I made the mistake of using the numbers in the question as one of the white board problems. Many students reminded me of this when they got their Exit Ticket. I believe Exit Tickets are an effective way to see what students have learned but I also think they should be a little challenging. This is something I would change if doing this lesson again.
What surprised me about my lesson, is the number of students who were off task even after multiple redirections. At minute 1:30, I noticed two students with their heads on their desks. When I began to go over practicing SLANT and talked about looking at the talker, those two students lifted their heads and began to look at me. Throughout my lesson (minute 3:49, 11:26), I called on students who I knew were not paying attention. Many times, the students who I called on were not able to answer the question. While watching the video, at minute 7:23, I told the students that I was not going to talk over them. It took 8 seconds to stop talking and allow me to move on with my lesson. One student was not writing on her KWPL chart and when I told them they had 30 more seconds to get their Essential Question done she began to start writing. Throughout the lesson, I had many students get up out of their seats while I was talking. At one point (minute 20:34), I had to stop teaching and remind students of rule number 4. This rule states that we do not leave our seat without permission. When I asked for a “lovely”, at minute 22:18, to come up and show their work, I had a student get under his desk. When the student began talking to the rest of the class, I walked over to the student under his desk and asked him to get back in his seat. At minute 38:15 while going over the directions for how to complete the handout, I noticed there were about 8 students not paying attention. Many of those students needed help answering the questions.
If you were going to teach this lesson to the same group of students, what would you do differently? Why? What would you do the same? Why?
If I was going to teach this lesson again. I would start out with the same question using the pictures. I would however make sure that the pictures really look like apples because that seemed to cause trouble with some students (minute 2:30). Having the student discuss with their shoulder partner allowed students to think more about what the question was asking them.
When doing the KWPL chart, I liked having the pounds to ounces chart already printed in the chart. This saved lots of time, however, I believe I would have had the question already printed on them too because I felt that students wasted too much time trying to find glue to glue on the question strip(minute 6:45 to minute 7:30). I also noticed that when I was ready to move on, students were still trying to borrow a glue stick and they missed part of the instruction.
If I taught this lesson again, I would have used a different way to choose partners for my students. At minute 38:23, I began to pair up students by just calling out names and telling them who their partners were. If I did this lesson again, I would either us the popsicle sticks to draw names or I would have used math cards with equations on them and the students would have needed to find the partner with the answer to their equation.
Describe how you assessed how the lesson impacted student learning? What worked? What would you change?
I used multiple assessment strategies during this lesson. I began by walking around using probing questions when students were talking about the pictures and what they noticed (2:29). I feel this gave me an idea of what students knew about pounds and ounces. While students were working on finishing their KWPL charts, I walked around again to students I knew that struggled with math. I observed what they knew about basic multiplication and see if they could fill in the chart correctly (16:02). One strategy I thought could have gone better is when using the white boards, I could have kept a check list of which students did not answer the questions correctly. I did have the students self-assess at this point and reminded them to be honest with themselves about if they got the answer wrong or right (30:20). I collected their partner work as a formative assessment. Looking back at these, I know that this group struggled with this concept. Many did not complete the number line correctly. At the end of the lesson, (minute 45) I gave the students an Exit Ticket. I only had 4 students get the Exit Ticket wrong. I feel this Exit Ticket was a little too easy and did not challenge the students. Also, I made the mistake of using the numbers in the question as one of the white board problems. Many students reminded me of this when they got their Exit Ticket. I believe Exit Tickets are an effective way to see what students have learned but I also think they should be a little challenging. This is something I would change if doing this lesson again.