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 by not giving the students a major clue during my debate with my CT. At minute 2:44, I told the student that I noticed that it was an obtuse angle, giving away that I was correct. I feel this gave the students too much information and they were not able to think for themselves. Many students were able to answer that I was the correct one and I believe this is because of what I said. I would also change the length of this part of the lesson. The introduction went from minute 1:07 to about minute 9:00. I feel there is a way to shorten this and still get the same engagement out of it. Maybe I could have the students discuss with their table groups instead of taking the time to write their answers on the sticky notes.
I would keep the white board activity because I feel the students really enjoyed that, however, I would change it up a little because I feel that many of the students had difficulty seeing the protractor because I could not make it big enough on the screen. I noticed at minute 19:11 that one student was leaning in his seat to get a closer look at the screen. This student even wears glasses to help him see and that was not helping him. I think by printing them out and not giving the answer choices they would have be able to see it better. This would also help ensure that they could read a protractor. I noticed while watching my video that getting the white boards out took way to long (began at minute 16:22, ended at minute 18:32). Students may need to make sure their white boards are more accessible before the beginning of the lesson either by having them inside their desks or in a pile on top of their drawers next the group of desks.
Analyze your use of mathematics vocabulary. Were you precise in your use of vocabulary? Did you encourage precision in students' use of vocabulary?
At the beginning of the lesson we went over the objectives (minute 0:08). While reading the objective, myself and the students used the word protractor. When going over the problem at minute 10:07, the student talked about how the angle is an obtuse angle. He then talked about how it is larger than 90 degrees. At minute 11:30 a student asked how do we know which scale to read on the protractor. I told her that we would be going over that in a minute. Students were given a resource to glue into their math notebooks that showed them which scale to read.
Throughout the lesson, when students would answer a question I would ask them how they knew their answer was correct. Students were encouraged to use terms such as acute angle, obtuse angles, right angle. At minute, 21:15, I asked the students what kind of angle the angle in red was showing. One student answered that it was an obtuse angle. I then repeated what the student said about the angle being obtuse and asked how it could be a 50-degree angle? At minute 22:17, I told the students that the correct angle was 132-degrees and asked them what that would round to. We talked about rounding when we did multiplication and were estimating products. The students are familiar with how to round. The student I called on was able to tell me that it rounded to 130.
Based on what happened in this lesson, what are the next steps? What do you plan to teach next to this class? Be sure to explain how you will use information from this evaluation in future lesson planning.
Based on my observations and the Exit Tickets that were given at the end of the lesson, I knew that I needed to do a quick review at the beginning of the next lesson. I am not sure if the students had a hard time reading the protractor because it was too small for them to see or if they were just not reading it correctly. I noticed while watching my video, at minute 20:43, that the majority answered about 130 degrees but some students did answer about 50 degrees. This showed me that maybe I needed to go over how to read a protractor again. I did so in the lesson and then again at the beginning of the next lesson. Also, when students where completing their Exit Tickets, I had to walk around and give students a visual to help (minute 30:28). After giving them the visual, the students were able to answer the question given. After I did the warm-up problem the next day, I noticed more students could read the protractor. I felt that this was because I made the visual larger and the students could see where the rays of the angle were pointing and which number the ray was on. When taking the FSA, I feel that students will be able to answer the questions on reading a protractor. We then moved on to add up angles to find the degree of the total angle. I gave the students two or more angles and all they needed to do was add them up to get the answer.
If I was going to teach this lesson again, I would start out by not giving the students a major clue during my debate with my CT. At minute 2:44, I told the student that I noticed that it was an obtuse angle, giving away that I was correct. I feel this gave the students too much information and they were not able to think for themselves. Many students were able to answer that I was the correct one and I believe this is because of what I said. I would also change the length of this part of the lesson. The introduction went from minute 1:07 to about minute 9:00. I feel there is a way to shorten this and still get the same engagement out of it. Maybe I could have the students discuss with their table groups instead of taking the time to write their answers on the sticky notes.
I would keep the white board activity because I feel the students really enjoyed that, however, I would change it up a little because I feel that many of the students had difficulty seeing the protractor because I could not make it big enough on the screen. I noticed at minute 19:11 that one student was leaning in his seat to get a closer look at the screen. This student even wears glasses to help him see and that was not helping him. I think by printing them out and not giving the answer choices they would have be able to see it better. This would also help ensure that they could read a protractor. I noticed while watching my video that getting the white boards out took way to long (began at minute 16:22, ended at minute 18:32). Students may need to make sure their white boards are more accessible before the beginning of the lesson either by having them inside their desks or in a pile on top of their drawers next the group of desks.
Analyze your use of mathematics vocabulary. Were you precise in your use of vocabulary? Did you encourage precision in students' use of vocabulary?
At the beginning of the lesson we went over the objectives (minute 0:08). While reading the objective, myself and the students used the word protractor. When going over the problem at minute 10:07, the student talked about how the angle is an obtuse angle. He then talked about how it is larger than 90 degrees. At minute 11:30 a student asked how do we know which scale to read on the protractor. I told her that we would be going over that in a minute. Students were given a resource to glue into their math notebooks that showed them which scale to read.
Throughout the lesson, when students would answer a question I would ask them how they knew their answer was correct. Students were encouraged to use terms such as acute angle, obtuse angles, right angle. At minute, 21:15, I asked the students what kind of angle the angle in red was showing. One student answered that it was an obtuse angle. I then repeated what the student said about the angle being obtuse and asked how it could be a 50-degree angle? At minute 22:17, I told the students that the correct angle was 132-degrees and asked them what that would round to. We talked about rounding when we did multiplication and were estimating products. The students are familiar with how to round. The student I called on was able to tell me that it rounded to 130.
Based on what happened in this lesson, what are the next steps? What do you plan to teach next to this class? Be sure to explain how you will use information from this evaluation in future lesson planning.
Based on my observations and the Exit Tickets that were given at the end of the lesson, I knew that I needed to do a quick review at the beginning of the next lesson. I am not sure if the students had a hard time reading the protractor because it was too small for them to see or if they were just not reading it correctly. I noticed while watching my video, at minute 20:43, that the majority answered about 130 degrees but some students did answer about 50 degrees. This showed me that maybe I needed to go over how to read a protractor again. I did so in the lesson and then again at the beginning of the next lesson. Also, when students where completing their Exit Tickets, I had to walk around and give students a visual to help (minute 30:28). After giving them the visual, the students were able to answer the question given. After I did the warm-up problem the next day, I noticed more students could read the protractor. I felt that this was because I made the visual larger and the students could see where the rays of the angle were pointing and which number the ray was on. When taking the FSA, I feel that students will be able to answer the questions on reading a protractor. We then moved on to add up angles to find the degree of the total angle. I gave the students two or more angles and all they needed to do was add them up to get the answer.