My classroom observation hours were completed at West Valley Christian School in Goodyear, Arizona. In order to meet the requirements of this class I was instructed to spend my time observing social studies and was asked to develop and carryout a social studies lesson in an elementary school classroom. This reflection essay will reflect on the lesson plans content, and execution, as well as the teaching strategies used in the classroom. In creating the lesson plan, I wanted to reflect activities and lessons that I thought would be genuine in my own future classroom. Student engagement is a very important part of the educational experience because it keeps students involved in the learning process, and studies have shown that there are correlations
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Placing the students in smaller groups allowed me to split my time among groups, without having to answer every question, because the group relied on help from their peers. This allowed me to spend a little more time with students who may have been struggling due to a language barrier or learning disability. I felt that it would be a good idea to show them the beginning and ending cards in one sentence, and show them where to place it on the paper based on the corresponding images. The lesson was also designed to pace the students in a way that was not too frenzied, after all, having a new teacher for the day was enough excitement already. Students would be active in putting together sentences, and then they would naturally slow down to write their sentences, especially after being told that they would be put on display in the hallway, and then would be active again going into the section station in the rotation of six different sentences. Assessment wise, students will have summative assessments based on proper capitalization and punctuation of sentences, how they work together in a group (participation), and proper placement of sentences on worksheet, in correlation with corresponding images. Formative assessments include questioning, observations, and discussions among the whole class and individual
Placing the students in smaller groups allowed me to split my time among groups, without having to answer every question, because the group relied on help from their peers. This allowed me to spend a little more time with students who may have been struggling due to a language barrier or learning disability. I felt that it would be a good idea to show them the beginning and ending cards in one sentence, and show them where to place it on the paper based on the corresponding images. The lesson was also designed to pace the students in a way that was not too frenzied, after all, having a new teacher for the day was enough excitement already. Students would be active in putting together sentences, and then they would naturally slow down to write their sentences, especially after being told that they would be put on display in the hallway, and then would be active again going into the section station in the rotation of six different sentences. Assessment wise, students will have summative assessments based on proper capitalization and punctuation of sentences, how they work together in a group (participation), and proper placement of sentences on worksheet, in correlation with corresponding images. Formative assessments include questioning, observations, and discussions among the whole class and individual