If you were going to teach this lesson again to the same group of students, what would you do differently? (Consider: grouping, methods, materials, evaluation, activities) Why?
If I was going to teach this lesson over again to the same group of students, the first thing I would change is the vocabulary used when giving oral directions. At 0:24, I gave the students the direction to open their LDC red books to Science Day 7 titled Types of Rocks. At 1:17, my CT had to jump in and restate the name of the page because students were still having a difficult time finding the page. I did not realize this until after I watched my video that I needed to make sure all the students are looking at me when I give directions. I feel that is why some students had a difficult time finding the page.
Another thing I would do differently if I were going to teach this lesson to the same group of students is the way in which I group the students. At 13:22, I told the students they are going to be working with the people at their table. While walking around the classroom, I realized this may not have been the best way to do this. Students were not working together and one person was taking charge of the whole group. After talking with my CT and Supervisor, I concluded that if I were to teach this lesson again, I would make it into a jigsaw. I would have groups become experts on each of the questions within the foldable. I would then have the students number off 1 through 4. Each group would be in charge of completing the question they were assigned and then go back and share it with their table group. This would help with differentiation of the lesson because the students would not be focusing on all questions but one single questions. They would then be able to take that information back to their table groups. Another way I can do this is by having my groups premade. By doing this, I would be able to ensure that the students who are struggling with the information, are in a group with someone who is going to be a leader but also ask others for their input. I feel by doing this, it would give my lower level students a better chance of being able to answer the Exit Ticket (24:33) given to them at the end of the lesson.
Describe an instance or particular encounter that comes to mind. Why did you pick that instance? What is so perplexing about that particular moment?
One instance that comes to mind when I think back on this lesson is a student who played with a magnify glass throughout the who lesson. There were many time within the lesson that myself or my CT would walk over to this student and talk to him and try to get him back on track. At 3:01, while I was reading with the rest of the class, my CT walked over and talked to him. This seemed to get him back on track for a short time. At 5:09, I walked over and tried to take the magnify glass away from the student. The student put it back in his desk and I asked him to not take it out again. At 7:38, he became distracting to the girls that are sitting at his table. At 9:15, my Ct walked over and stood behind him and he put everything away and payed attention to the speaker. Again at 12:08, my CT talked to student about his behavior during the lesson. This continued about every 3 to 5 minutes throughout the video.
I picked this instance because this student would change his behavior if someone like myself or my CT was standing right next to him. It shocks me as to how quickly he went back to this disruptive behavior as soon as there was no one-on-one conversation. Is this student doing it for attention? I need to find a way to interact with this student during the lesson to make sure he is paying attention and following along. This is something that I am going have a conversation with my CT about. Together we should be able to come up with a way to get this student engaged in the lesson. Until watching the video, I did not realize how many times that I or my CT went over to talk to him and redirect his behavior or how many times we took away the magnify glass and another would appear in his hand. Where was, he getting them from?
Describe how you assessed how the lesson impacted student learning? What worked? What would you change?
One way I assessed during the lesson, is by walking around and observing as students answered the higher order think questions toward the beginning of my lesson (3:28). I asked the students “What was the difference between lava and magma? How does it affect the type of rock it makes?” As the students talked with their table groups (4:00), I walked around and listened to a group talk. As they were talking, I was asking them other questions to help them answer the higher order thinking question they were given. Because of the time, I was only able to do this with two groups before calling the whole class back. I noticed the groups that I or my CT talked to were about to answer the question better and with more detail than the ones we did not get to. I feel that this strategy would work if there was a way to make sure, as a teacher, I could make it to all the groups.
Another way I assessed the students was by walking around when they began to work in their table groups on the foldable. I made sure students were getting all the information needed to fill in the foldable (14:25- 24:35). This was helpful for me because I could tell which students were getting the information and which ones were going to have a hard time answering the writing prompt for Day 8. I stayed and talked to the students who were going to have a hard time to ensure they were receiving and understanding all the information. I would change the ways in which I group the students to help students who struggle get the information if I cannot be there.
The final way I assessed the students was with the use of an Exit Ticket (24:35). This was a piece of students work that I could go over and make sure all students received the right information. I did have 2 students who did not answer the ticket because they did not understand the wording. I did go over with the who class more than once (25:28 and 26:50) on what the word distinguish meant. I feel that for the most part, all students were able to answer the question and use their text evidence to answers the question. I feel this was the most informative piece of assessment data that was collected from this lesson. The only changes I would make is the wording to entail that all students can answer the question.
If I was going to teach this lesson over again to the same group of students, the first thing I would change is the vocabulary used when giving oral directions. At 0:24, I gave the students the direction to open their LDC red books to Science Day 7 titled Types of Rocks. At 1:17, my CT had to jump in and restate the name of the page because students were still having a difficult time finding the page. I did not realize this until after I watched my video that I needed to make sure all the students are looking at me when I give directions. I feel that is why some students had a difficult time finding the page.
Another thing I would do differently if I were going to teach this lesson to the same group of students is the way in which I group the students. At 13:22, I told the students they are going to be working with the people at their table. While walking around the classroom, I realized this may not have been the best way to do this. Students were not working together and one person was taking charge of the whole group. After talking with my CT and Supervisor, I concluded that if I were to teach this lesson again, I would make it into a jigsaw. I would have groups become experts on each of the questions within the foldable. I would then have the students number off 1 through 4. Each group would be in charge of completing the question they were assigned and then go back and share it with their table group. This would help with differentiation of the lesson because the students would not be focusing on all questions but one single questions. They would then be able to take that information back to their table groups. Another way I can do this is by having my groups premade. By doing this, I would be able to ensure that the students who are struggling with the information, are in a group with someone who is going to be a leader but also ask others for their input. I feel by doing this, it would give my lower level students a better chance of being able to answer the Exit Ticket (24:33) given to them at the end of the lesson.
Describe an instance or particular encounter that comes to mind. Why did you pick that instance? What is so perplexing about that particular moment?
One instance that comes to mind when I think back on this lesson is a student who played with a magnify glass throughout the who lesson. There were many time within the lesson that myself or my CT would walk over to this student and talk to him and try to get him back on track. At 3:01, while I was reading with the rest of the class, my CT walked over and talked to him. This seemed to get him back on track for a short time. At 5:09, I walked over and tried to take the magnify glass away from the student. The student put it back in his desk and I asked him to not take it out again. At 7:38, he became distracting to the girls that are sitting at his table. At 9:15, my Ct walked over and stood behind him and he put everything away and payed attention to the speaker. Again at 12:08, my CT talked to student about his behavior during the lesson. This continued about every 3 to 5 minutes throughout the video.
I picked this instance because this student would change his behavior if someone like myself or my CT was standing right next to him. It shocks me as to how quickly he went back to this disruptive behavior as soon as there was no one-on-one conversation. Is this student doing it for attention? I need to find a way to interact with this student during the lesson to make sure he is paying attention and following along. This is something that I am going have a conversation with my CT about. Together we should be able to come up with a way to get this student engaged in the lesson. Until watching the video, I did not realize how many times that I or my CT went over to talk to him and redirect his behavior or how many times we took away the magnify glass and another would appear in his hand. Where was, he getting them from?
Describe how you assessed how the lesson impacted student learning? What worked? What would you change?
One way I assessed during the lesson, is by walking around and observing as students answered the higher order think questions toward the beginning of my lesson (3:28). I asked the students “What was the difference between lava and magma? How does it affect the type of rock it makes?” As the students talked with their table groups (4:00), I walked around and listened to a group talk. As they were talking, I was asking them other questions to help them answer the higher order thinking question they were given. Because of the time, I was only able to do this with two groups before calling the whole class back. I noticed the groups that I or my CT talked to were about to answer the question better and with more detail than the ones we did not get to. I feel that this strategy would work if there was a way to make sure, as a teacher, I could make it to all the groups.
Another way I assessed the students was by walking around when they began to work in their table groups on the foldable. I made sure students were getting all the information needed to fill in the foldable (14:25- 24:35). This was helpful for me because I could tell which students were getting the information and which ones were going to have a hard time answering the writing prompt for Day 8. I stayed and talked to the students who were going to have a hard time to ensure they were receiving and understanding all the information. I would change the ways in which I group the students to help students who struggle get the information if I cannot be there.
The final way I assessed the students was with the use of an Exit Ticket (24:35). This was a piece of students work that I could go over and make sure all students received the right information. I did have 2 students who did not answer the ticket because they did not understand the wording. I did go over with the who class more than once (25:28 and 26:50) on what the word distinguish meant. I feel that for the most part, all students were able to answer the question and use their text evidence to answers the question. I feel this was the most informative piece of assessment data that was collected from this lesson. The only changes I would make is the wording to entail that all students can answer the question.