STEM Reflection
The lesson that Kaitlyn and I created was designed around the NGSS standard K-PS2-2. This standard address force and motion through the evaluation of data to determine if a solution can change the speed or direction of an object.
My placement this semester is in a K-4 resource room. For this lesson, I worked with my kindergarten and first grade students. Additionally, during the day, students are be pulled out for special services, so I was only working with three students at any given time.
During the first block of the lesson, I introduced vocabulary words. More specifically, push, pull, force, and motion. Rather than simply telling students the definitions and having them do frozen images (snapshots), I chose to make the …show more content…
He only wanted to experiment with the cars and track. Showing the materials at the beginning of the lesson and keeping them in arms reach derailed my lesson because my student decided to skip straight to the assessment portion of the lesson. In the future, I would inform my students of the materials, but not allow them physical access to them immediately. Another aspect that one of my students faced was keeping the track at a standard height. He kept on holding it at differently, so our data was skewed. A strategy for dealing with this challenge could be using a yardstick and having the student match his end of the track to one of the points on the yardstick each …show more content…
• Give students more time to plan their ideas and use materials closer to what students are working with when modeling - not just the marble run toy.
• Behavioral specific praise - thank you for being such focused engineers. o Consider highlighting what some students were doing well. Some students are building sides for their track so the marble will go straight. Praising students so the whole class can try their ideas. This happened at the end of the lesson, but it may have been better while they were building so they could experiment.
• I like that you told students “It’s okay if it doesn’t work, just try.”
• You told students “Thank you for being a good partner.” Highlight how that student is being a good partner, so others can learn as well.
• Telling students “When you have your ideas ready, raise your hand.” Good being explicit about what students are supposed to do.
• Giving students limited materials is smart because it limits their off-task behavior.
• Students are all on-task and engaged with the hand-on activity of creating a ramp.
• Many students are not building ramps, but mazes. Emphasize the tilted properties of a
The lesson that Kaitlyn and I created was designed around the NGSS standard K-PS2-2. This standard address force and motion through the evaluation of data to determine if a solution can change the speed or direction of an object.
My placement this semester is in a K-4 resource room. For this lesson, I worked with my kindergarten and first grade students. Additionally, during the day, students are be pulled out for special services, so I was only working with three students at any given time.
During the first block of the lesson, I introduced vocabulary words. More specifically, push, pull, force, and motion. Rather than simply telling students the definitions and having them do frozen images (snapshots), I chose to make the …show more content…
He only wanted to experiment with the cars and track. Showing the materials at the beginning of the lesson and keeping them in arms reach derailed my lesson because my student decided to skip straight to the assessment portion of the lesson. In the future, I would inform my students of the materials, but not allow them physical access to them immediately. Another aspect that one of my students faced was keeping the track at a standard height. He kept on holding it at differently, so our data was skewed. A strategy for dealing with this challenge could be using a yardstick and having the student match his end of the track to one of the points on the yardstick each …show more content…
• Give students more time to plan their ideas and use materials closer to what students are working with when modeling - not just the marble run toy.
• Behavioral specific praise - thank you for being such focused engineers. o Consider highlighting what some students were doing well. Some students are building sides for their track so the marble will go straight. Praising students so the whole class can try their ideas. This happened at the end of the lesson, but it may have been better while they were building so they could experiment.
• I like that you told students “It’s okay if it doesn’t work, just try.”
• You told students “Thank you for being a good partner.” Highlight how that student is being a good partner, so others can learn as well.
• Telling students “When you have your ideas ready, raise your hand.” Good being explicit about what students are supposed to do.
• Giving students limited materials is smart because it limits their off-task behavior.
• Students are all on-task and engaged with the hand-on activity of creating a ramp.
• Many students are not building ramps, but mazes. Emphasize the tilted properties of a