Emily Toland Reflection for September 20th, 2017
1) What went well in the lesson, and why?
Overall, I felt that the lesson went well. Sam and I accomplished everything on the agenda but most importantly, our students seemed to have a clear understanding about rocks and minerals. Throughout the lesson Sam and I incorporated practice 1, asking questions, and by doing so, we could see what our students understood or what they still needed help understanding. We asked the same question: “Rocks are made from what? What are some of those minerals?” consistently throughout the lesson to ensure that our students established a clear connection between what a rock is and what a mineral is. For this reason, when completing the assessment page every …show more content…
There were a few things that didn’t go well in the lesson. For one, our time management could have been a lot better. Although all students could complete the assessment in their notebooks, we were not able to close. This left the students not knowing what they will be learning about next time which I think is very important for them to know so they are ready and looking forward to our science lesson the next week.
Another thing that didn’t go well was the use of parallel teaching. Although my group did an excellent job, Sam stated that some students in her group were talking a lot and not paying attention. Since we were in groups of four, she couldn’t separate their seats so they were able to focus on each activity. Another reason why it didn’t work out was because of the noise level. It was hard to grasp every students’ attention with multiple things happening around them. The other group was very close so students got distracted and would occasionally look over at a separate mini-classroom. It was very hard for them to hear me at some points in the …show more content…
I am learning that I know my students more then I think I do even after only having one lesson with them. My anticipations about what they know about rocks and minerals were correct. They knew a lot more about rocks then minerals. By predicting this, I could focus more on minerals rather than rocks so they would have an equal understanding of both. I am learning that it is okay for the teacher to make mistakes. For example, I accidently called a granite sample rhyolite. Even though I quickly realized I was holding the wrong rock and corrected myself, I realized that it was not something to be embarrassed about. By telling my students “Whoops I made a mistake, sometimes even scientists make mistakes” they could realize that it was okay to make a mistake and even their teacher makes them. Most importantly, I am learning that you cannot stress out if you are behind on time. I started to get stressed when we didn’t have enough time to close however, I reflected and realized that the most important part of the lesson is that they not only learned what I wanted them to learn but were engaged in the lesson while learning
1) What went well in the lesson, and why?
Overall, I felt that the lesson went well. Sam and I accomplished everything on the agenda but most importantly, our students seemed to have a clear understanding about rocks and minerals. Throughout the lesson Sam and I incorporated practice 1, asking questions, and by doing so, we could see what our students understood or what they still needed help understanding. We asked the same question: “Rocks are made from what? What are some of those minerals?” consistently throughout the lesson to ensure that our students established a clear connection between what a rock is and what a mineral is. For this reason, when completing the assessment page every …show more content…
There were a few things that didn’t go well in the lesson. For one, our time management could have been a lot better. Although all students could complete the assessment in their notebooks, we were not able to close. This left the students not knowing what they will be learning about next time which I think is very important for them to know so they are ready and looking forward to our science lesson the next week.
Another thing that didn’t go well was the use of parallel teaching. Although my group did an excellent job, Sam stated that some students in her group were talking a lot and not paying attention. Since we were in groups of four, she couldn’t separate their seats so they were able to focus on each activity. Another reason why it didn’t work out was because of the noise level. It was hard to grasp every students’ attention with multiple things happening around them. The other group was very close so students got distracted and would occasionally look over at a separate mini-classroom. It was very hard for them to hear me at some points in the …show more content…
I am learning that I know my students more then I think I do even after only having one lesson with them. My anticipations about what they know about rocks and minerals were correct. They knew a lot more about rocks then minerals. By predicting this, I could focus more on minerals rather than rocks so they would have an equal understanding of both. I am learning that it is okay for the teacher to make mistakes. For example, I accidently called a granite sample rhyolite. Even though I quickly realized I was holding the wrong rock and corrected myself, I realized that it was not something to be embarrassed about. By telling my students “Whoops I made a mistake, sometimes even scientists make mistakes” they could realize that it was okay to make a mistake and even their teacher makes them. Most importantly, I am learning that you cannot stress out if you are behind on time. I started to get stressed when we didn’t have enough time to close however, I reflected and realized that the most important part of the lesson is that they not only learned what I wanted them to learn but were engaged in the lesson while learning