Level 3 Supervisory Reflection #2

You do not have to answer all of these questions, choose 3-4 and answer thoroughly. They are meant to prompt your thinking. Your reflection should make sure to address both reflection and analysis.

The Reflection: The reflection component should make you think about your overall impressions and feelings that you had. You also might address something that surprised you or something that made you pause.

Questions to consider in your reflection:

1. 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 were to teach this lesson again to the same group of students, I would start off by connecting with students more about the lesson from the previous day they did on inferencing. Most of my students were not engaged in the beginning of my lesson and only a few were able to remember what inferencing was. At 3:46 in my video, my collaborating teacher helped to engage students to remember what book they read yesterday and how they inferred. This engaged more students because they were able to connect to what they remember. If I started off with that in my lesson, students would be able to connect faster. Once students were connected and engaged, I began the reading.

2. What connections can you make to your lesson today from your coursework, the literature, and any previous lessons or experiences?

I can make a connection with this lesson and the lesson from the day before because they both were on inferencing. My CT and I co-taught the students the day before and introduced the idea of inferencing. We read the story Fly Away Home and asked students what they infer from the story just like this lesson. This shows that I have displayed FEAP 1 b. (sequences lessons and concepts to ensure coherence and required prior knowledge). We sequenced our lessons to ensure that the students were able to make connections and fully understand what it means to infer from a story.

At 22:30, I asked students what they can infer from the story. At this point in the story, students noted that a stop light is supposed to be red. I furthered a student’s thinking and asked her to explain how she knows it is supposed to be red. When she explained she knows that because she sees it in real life, I was able to make the connection with students and explain that when you use your background knowledge about what is happening in the story, we are inferring. The students then said that they think the crayon is really blue because he made the red-light blue instead. This shows that I displayed FEAP 3b (deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter) because I was able to help guide students to verbalize their thought and deepen their understanding of what it means to infer.

The Analysis: The analysis part addresses the lesson’s effectiveness – to what extent did the students meet the objectives stated in your lesson plan and how do you know? Make a claim about student learning and support it with evidence that you gathered from the lesson.

You do not have to answer all of these questions, instead use these questions to prompt your thinking and make at minimum 2-3 claims about student learning and support your claims with data (video, student work, methods readings, observation form…).

General questions to consider in your analysis:

1. To what extend did the students learn what was intended? How do you know? As part of your answer, please indicate:

a. In what ways were your teaching methods effective? How do you know?

b. In what ways were your activities effective? How do you know?

c. In what ways were the instructional materials effective?

d. How did any special considerations of accommodations affect the lesson?

My teaching methods were effective because students were engaging the turn and talk and engaging in my questions that were posed to the group. In the activity, it was effective because students were able to meet my objective and infer from the story in two sentences. I had some accommodations for students who were unable to write two sentences without any assistance. This affected the lesson at the end when students had writing time, I took these students and helped them write individually at the back table.

This shows that I was able to meet FEAP 4 b (Designs and aligns formative and summative assessments that match learning objectives and lead to mastery) because my formative assessment matched the learning objectives and it led students to mastery if they accurately met the objective.

2. Identify an individual or group of students who had difficulty in today’s lesson. How do you account for this performance? How will you help this (these) student(s) achieve the learning objectives?

There were a couple students who needed multiple warnings and redirections to stay on task during the lesson. At 20:40, I noticed a student not staying focused and playing with their shoes on the carpet. These two students who were not able to meet the learning objective fully because they attempted, but did not back up their inference by retelling a detail from the text. This shows me that these students need additional support to stay engaged and focused throughout the lesson. I will help these students in further lessons by moving them closer to the front so I can see them better, and I will help pull them to the back table to give them more individualized writing support as well. Claim: This shows me that some students need additional support to stay engaged during read alouds. Students need more movement to stay focused and engaged because of their age developmentally.

3. Identify an individual or group of students who did especially well in this lesson today. How do you account for this performance?

At 18:30, when I posed a question to the group, one specific student answered spot on. This specific student did especially well throughout the lesson because she always had her hand raised for every question, and she stayed engaged throughout the entire read aloud. I can also account for her performance because in her writing, she met the objective and accurately inferred from the text with two sentences, and she actively participated during the turn and talk. Claim: This shows me that students who are engaged during read alouds, and participate, will be set up for success when it comes to the formative activity after because they will have met the objective for the lesson.

Lesson Plan:

https://docs.google.com/document/d/1k_pZVfR7ZwfQcpDWaRqD4fK9sk4NvgLOopHLfvbvGPY/edit?usp=sharing

Student Data: