Reflection Supervisor #3

Lesson Plan & Implementation:

Reflection and Analysis
College of Education

Time Celebration/Struggle/Question: Claim about teaching practice

I asked the students to look down at their This simple direction avoided many time
Kagan mats and write at the top of their paper distractions later on in the lesson. Many times
if they were an “A” or a “B”. I then asked students will forget what letter they are, or they
them to come down to the carpet. I do this haven’t looked at their new seat. Then students
during many lessons to prevent issues during begin calling out that they do not know or they
00:57 the lesson when I go to use their seat letters. run back to their seats and it becomes a
disturbance and distraction to the lesson. This
connects to FEAPS 2B because I am managing
the classroom through a well throughout
management system which are Kagan strategies.
I made sure we went over our math This was important because mathematic
vocabulary prior to beginning the lesson. vocabulary is very important for the students to
These words included fluency, sum, partial use properly. If the students do not use proper
sums, all that apply, and a few others. I math vocabulary, then it is increasing the risks of
included the students in this discussion to give the student having misconceptions later on in
02:38 them a deeper understanding about what they their learning. This connects to FEAPS 2B
were practicing during that day’s lesson. because I am deepening and enriching the
students’ understanding through the use of
proper vocabulary. It also connects to FEAPS 1C
because I am designing the lesson with the
importance of math vocabulary in mind.
At the beginning of my lesson, as a refresher This is very important to the student’s learning,
to the students, I showed them an example of because it is important that the students always
how to do each type of word problem that have something to reference to during the lesson.
they would be practicing during that lesson. I This helps the students connect their gaps within
4:21 did this to give the students a visual posted on their learning in case there is something during
the board of the steps to complete each their independent work that they do not
problem. I labeled the problems too for the understand. This connects to FEAPS 3C because
students to have a detailed model to refer to. it is filling in the gaps in students learning by
giving the students a reference to refer to.
My CT jumped in while I was reviewing with This was a great example of co-teaching, we
the students. We were co-teaching, and I was were bouncing ideas off each other to get the
5:52 trying to get the students to understand what students to learn the definition of a word without
the word fluent meant. She jumped in and
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showed them two different ways to read a giving them the answer. This also shows the
book. One way was slow and boring, and the amount of support within this lesson.
other was fluent and with expression.
At this point in my lesson I released the I used management routines that were organized
students into an inner outer kagan circle. I and respectful to the other classes around us. I
released the B’s to any B they want, letting also gave the students options within guidelines,
them feel like they have options. Then that allowed them to feel in control of these
released A’s to do the same. I immediately activity. I then shuffled the students immediately
7:45 shuffled the students by moving the A’s 3 to move a few students that picked partners they
spaces. would not work well with. I did this because
some students work better with other students
and with inner/outer circle I can pair some
students, and separate others. This connects to
FEAPS 2B because I am managing the students
well through Kagan.

I used this Kagan shuffle of the students to This detail was important to the lesson because it
pick their partners for their scoot activity. I had all students up and moving at the same time,
did this last minute to shuffle them in a giving the students jobs to accomplish. This
random but still engaging/organized way. keeps students engaged and receptive to the
This engaged and involved all students at the lesson and instructions. This connects to FEAPS
7:49 same time, instead of calling 1-2 partners at a 2H because I am giving the students “freedom”
time until I call all partners. This allows to originally pick their kagan spots on the floor,
students to become disengaged to my but after that I rotated. But the students still
instruction and more engaged in their friends remember picking their own spot, so this
around them. adapting the learning environment to fit the
student’s needs. I rotated the students to adapt to
fit the needs of all students.
I was rotating around the classroom to the sets This is important to teaching because I am
of questions, and I was asking the students if formatively assessing the students to see if they
14:26 they need help or not. During this time, I was are able to apply their skills they’ve learned.
also assessing the students to see if they had This also connects to FEAPS 4B because it is
accomplished their first problem/and if they designing a formative assessment that is easy to
completed it properly. quickly check how your students are applying
their knowledge into the scoot activity.

18:04 During this time, I stopped at one pair that This is important to teaching because it is
was struggling at the problem they were important to reteach students if they need it,
working on. I stopped assessing for a moment even if it is only a few students here and there.
and began to teach them again how to break This connects to FEAPS 3D because I am
apart the question to determine what it is responding to the student’s misconceptions
asking and how to approach it. about the questions.
 Reflection Supervisor #3

29:41 I brought the students back down to the carpet This is important to always bring the students
when I realized the majority of the students back together as a whole and go over the
were finishing up their last problem. Even if answers. Also it is important to have the students
the students did not fully finish, I still stopped share their ideas and strategies because students
them and told them to join the group. I then learn so much from each other.
began going over the problems and asking
students to share their strategies.

36:53 I gave the students an independent exit ticket This was important to the students learning
for them to show what they actually know. I because it is important to know if the students
wrote an addition problem on the board and grasped the concept or not. The exit tickets, or
asked the students to show 2 different any type of independent work allows the
strategies representing the equation. teachers the opportunity to assess the student on
an individual basis. This connects to FEAPS 4B
because it is important to design assessment with
your goal in mind as to how you will assess the
students.

The Reflection:
What aspects of your lesson were implemented differently than you planned? Why did that
happen?
Originally in my lesson, I had made pre-assigned groups for the students. When teaching this
lesson to my first group of students, the students became very restless when I was calling out
partnerships for the scoot. Then I realized that I truly wanted to see what the students knew
individually anyways, therefore for this lesson I picked the students partners with inner/outer circle
at 7:45 in my video. This management included all students during the transition into partners and
eliminated any of the free time for students to become disengaged. This connects to FEAPS 2B
because I have a good management system that works for these students.

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?
This was actually my second group of students teaching the lesson to that day. Within my first
group of students, I was able to see what I could improve on. I then applied those improvements to
my second group of students. Their assessment scores closely resembled how they did on the
summative lesson the following day. At 36:53 in my video, I gave the students independent exit
tickets for the lesson, and if I were to teach this lesson again I would have differentiated the exit
tickets instead of giving them the same problem to complete. Within that class I have 1 student that
does not speak any English and she did not meet the objective of this lesson because of that. I would
do many things the same, especially the format of the lesson which was a math scoot. The students
love scoots, it keeps them very engaged and moving around the classroom.

What surprised you in your lesson?

In my lesson it was very surprising that most of my students were able to solve one of the
“challenge problems”. I purposely created a problem that was challenging and I knew the students
were going to struggle with it. When I was reviewing the student’s answers on that problem, they
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actually got it correct. Surprisingly, they struggled with a problem that I thought was going to be
easier for them. At 18:04 in my video, I even had to stop and help a pair of students with that
problem because they were really struggling with it.

Describe an instance or particular encounter that comes to mind. Why did you pick that
instance? What is so perplexing about that particular moment?
At 29:41 in my video, I brought the students back down to the carpet to go over the questions. It
was very perplexing to me how the students came down to the carpet. Normally, I have to remind the
students of their voice levels during transition but for some reason during this transition the students
were silent. This was perplexing to me because that never happens and I was almost taken back by it
because it is very uncommon. I thanked the students for being so respectful and doing exactly what
was asked of them.

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 to my math methods course from this lesson. In my math methods
course we learned how to use partner strategies while still assessing the students independently. This
is also where I learned the activity scoot. This was interesting to make the connection to learning it
in class and practicing it with adults, and then being able to actually apply the activity into the
classroom with students and it actually being very successful.

The Analysis:
Which students achieved the learning objective? Which students did not achieve the learning
objective? How do you know? Which of the following helped or hindered your students’
learning – teaching methods, activities, instructional materials, planned differentiation
strategies?

(differentiated scoot problems)

During this lesson all students achieved the learning objective, besides one. The only student that
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did not achieve the learning objective speaks only Spanish, and we have been struggling with her
willingness to participate in English regardless if she understands or not. I think the students
achieved this learning objective because I differentiated the scoot questions so I could narrow down
immediately what strategy the student was struggling with. I noticed when I was assessing the
students throughout lesson, I could see if they were getting the answers correct or not. Then, I could
reteach them accordingly as I was rotating through the partners around the room.
Claim: Differentiating questions in a lesson is important for all students to achieve the objective.

Based on what happened in this lesson, what are the next steps? What do you plan to teach
next to this class based on the data you collected? Be sure to explain how you will use
information from this evaluation in future lesson planning.

(students teaching each other strategies)

Within this lesson, using the activity of scoot, the students are working as partners. This is
important within mathematics because the students learn so much from each other. I plan do all of
my future math reviews or some activities using scoot. The students were very engaged and were
teaching each other different strategies that worked better for them. This is very important because
teachers can only teach so many ways, and sometimes the students think of ideas that make more
sense to them, and that is okay! The students academically do very well when they do scoot,
therefore I will be including it into more lessons.
Claim: Collaboration is important within the student’s learning because it boosts their achievement.

Content-Focused Questions:
Questions to answer specific to a mathematics lesson:
Analyze your use of mathematics vocabulary. Were you precise in your use of
vocabulary? Did you encourage precision in students' use of vocabulary?
Reflection Supervisor #3

I was very precise in my use of math vocabulary because I know the importance of
teaching the students that vocabulary language. It is important to teach precise vocabulary to the
students because it prevents misconceptions in their future learning. I encouraged this vocabulary
language by going over the objective and vocab to use at the beginning on my lesson at 2:38 in
my video. I had the students interact with the review of the vocabulary to enhance their
understanding. Then throughout the lesson I reminded the students to use proper vocab if I
noticed they were not using it. This connects to FEAPS 2B because I am deepening and
enriching the students’ understanding through the use of proper vocabulary. It also connects to
FEAPS 1C because I am designing the lesson with the importance of math vocabulary in mind.

Consider your mathematical explanations. Were you accurate in your discussion of

mathematics content?
I accurately gave mathematical explanations during this lesson. This was a review lesson
for my students so I demonstrated a refresh of each type of problem at the beginning of the
lesson. I did this and described step by step, with the students help, how to complete each type of
problem. I did this at 5:21 in my video, I showed the students an example problem for each type
for them to have an example on the board. I then walked around as the students were finishing
their partner work, and I ensured that the students were using the proper strategies. If not, I
would accurately describe what is expected of them.

Did you support student accuracy (in other words, did you correctly identify student work
as accurate or inaccurate)? This does not mean that you necessarily told a student they
were wrong, but that you recognized their lack of accuracy and took steps to support their
further learning.
I supported student accuracy many times during this lesson. I was rotating through all of
the partners and checking their work so far. While doing that I was assessing them on their
accuracy, and if they were not solving the problem properly then I re-guided them. This
happened at 18:04 in my video, there were 2 students that were struggling on all strategies and I
had to stop and reteach them the strategies in a way that made sense, and then I even had another
student explain it to them. It is important to stop students from practicing math problems if they
are not practicing them correctly, it will form bad habits by thinking a strategy is done that way.

Consider the extent to which you provided opportunities for your students to "do
mathematics." Which of the mathematical practices did you PLAN to facilitate and which
of those practices are OBSERVABLE in student behavior?
During this lesson, my students were engaging in many mathematical practices, but
mainly they were making sense of problems and solving them. They were moving throughout the
room and listening to the partner’s conversations allowed to assess their thinking and
understanding of the lesson. This was I planned for, and it was executed as planned for the
lesson.

Consider how the mathematics was represented in the class. Were connections made
between representations (verbal, numerical, pictorial, physical etc.)?
The students were able to make the connection about being fluent in math is like being
fluent within their reading. Making this connection allowed my students to understand that they
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needed to get quicker at solving math equations while keeping the same amount of accuracy. The
students made these connections through our verbal communication.