On Tuesday, September 15, I videotaped the science lesson that I taught to Mrs. Oliver’s homeroom students. The topic of this lesson was the nervous system, which was a continuation in the “Cells to Body Systems” unit. The lesson objectives were that the students were to describe (knowledge) how the nervous system works together with all other systems in our bodies and to apply (application) their knowledge of the nervous system as they worked cooperatively to complete the nervous system portion of their body systems poster. The students had previously learned about cells, tissue, organs, and six other body systems. This body system taught in this lesson works directly with all of the other systems previously taught. The expectations for
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I plan a productive pace to my lessons, with little time for transitions between procedures. In addition to needing every minute of instructional time to fit in all of the activities that I have planned, I have found that the students get off task quickly when they have undesignated time during a lesson. During the lesson that I videoed, one group of students who got off task did not have enough time to complete their project. Although I had gone over the step-by-step instructions with the whole group before instructing students to begin and provided an opportunity for students to ask questions, several groups needed me to restate and model the instructions after they had begun. I circulated from group to group during the activity, but had several groups who were waiting for feedback at the same time. I need to determine what I could do to help these students stay on task while they wait, to ensure their success in future lessons. Because I have such a passion for teaching and watching students learn, my enthusiasm for teaching and learning is something that usually comes naturally. I am usually very patient with students and encourage them to take chances. I do my best to use academic vocabulary during my lessons, so the students can expand their own vocabulary. I sometimes speak too fast during instruction, which can make it difficult for students to follow and
I plan a productive pace to my lessons, with little time for transitions between procedures. In addition to needing every minute of instructional time to fit in all of the activities that I have planned, I have found that the students get off task quickly when they have undesignated time during a lesson. During the lesson that I videoed, one group of students who got off task did not have enough time to complete their project. Although I had gone over the step-by-step instructions with the whole group before instructing students to begin and provided an opportunity for students to ask questions, several groups needed me to restate and model the instructions after they had begun. I circulated from group to group during the activity, but had several groups who were waiting for feedback at the same time. I need to determine what I could do to help these students stay on task while they wait, to ensure their success in future lessons. Because I have such a passion for teaching and watching students learn, my enthusiasm for teaching and learning is something that usually comes naturally. I am usually very patient with students and encourage them to take chances. I do my best to use academic vocabulary during my lessons, so the students can expand their own vocabulary. I sometimes speak too fast during instruction, which can make it difficult for students to follow and