Lesson Review Form ECED 329 A typed lesson plan review is due to the University Supervisor one week

after teaching the lesson. Please attach a copy of the lesson plan to the review. Address each of the following points with specific examples from your experience teaching the lesson. Write in narrative form. If you did not address one of the following when teaching your lesson, explain why. If you intended to address a point but did not, explain how you would do so if given the opportunity to teach the lesson again. Name: Mary Margaret ONeal Todays Date February 14, 2013 Lesson Topic: Being Kind to Others Date of the Lesson: February 11, 2013

1. State one objective and describe the ways in which your students met that objective. My objective was: Students will be able to correctly identify different ways to be kind to others as well as understanding the difference between doing nice things to others and doing mean things. My students met this goal during the assessment when they labeled the pictures on whether the actions were nice or not nice to do to others. 2. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. I sequenced the lesson by first relating my questions to previous experiences and then gradually asking questions about sharing with one another and being kind to others. Once I read the story, I asked questions that related to being kind to others and did the same thing during the assessment. The results of the pre-assessment and post-assessment showed what the students learned from my lesson. 3. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. The grouping that I used for my small group assessments were the groups that my cooperating teacher had already created. I felt like these groups were great to use because the students already know what group they are in and the groups are also divided so that similar developmental levels and tend to work at similar paces. 4. Describe one way in which you addressed the individual needs of one child or a small group of children. During my small group assessments, there were two children who I knew would be slower at the activity and have a harder time keeping up with the others in their group so I let those two be in a group all on their own. These students then had the more one on one attention that was needed for them to understand the activity as well as complete the assessed activity. 5. If your management of the lesson presented difficulties, what were they and how did you handle them? During my small group activity, I laid out all of the supplies needed for the complete activity. When the first group came up, this proposed a problem when the student immediately picked up their scissors to start cutting the paper with pictures on it without any directions. The second I saw this happened, I told the group to stop and took the scissors from each one of them until we went over the pictures together. This showed me that I also needed to only give the students in the next small group the paper with pictures on it and then hand them the other materials when it was time to use those materials.

6. Describe your assessment process and the ways in which the process provided/did not provide you with an accurate evaluation of how well the children learned the content. For my assessment process, I did a pre-assessment, during assessment, and a post assessment. For my pre-assessment, I asked the children to tell me different things that were nice to do for others and things that were not nice to do to others. This gave me an idea of which students knew the difference in nice and not nice. For my during assessment, I asked students if they could remember a time where they were nice to others and related it to the different situations happening in the book I was reading to them. For my post assessment, student have eight different pictures of actions that were either nice or not nice. They cut each picture out and glued it onto a chart to say if it was nice or not nice. I then took the information from this chart and charted who did the activity correctly and who had to change a few of their actions. 7. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. During my lesson, students had to pay attention to the story and interact by remembering times when they were helpful or shared with others. Student also worked on their fine motor skills by cutting out the pictures that were used for the assessment. 8. Identify the dimension of multicultural education (i.e., James Banks notion of content integration, knowledge construction, prejudice reduction, equity pedagogy, or empowering school culture) that was most critical for you to consider as you taught this lesson. Why do you believe your chosen dimension was most important for this learning experience? While teaching this lesson, content integration was very important because the students had to think about the nice actions in the story and relate them to situations they encounter in the world. This was important because everyone needs to understand the difference in being nice to others and when they arent being nice. 9. When you teach your next lesson, what teaching strategy will you work to improve? I will work on content integration again because it is very important for students to be able to pull information from a certain situation and use it in the real world. 10. How would you rate your implementation of this lesson?

Very good

Satisfactory

Fair

Why would you rate your lesson this way? I feel as though the students learned a lot from this lesson and better understand being nice to others. I think, however, that will time and practice I will do a better job with the activities relating to the book . I think that everyone can do better with practice and that they arent perfect on their first try!