Tws 8 Haleywilson

Wilson
Haley Wilson
ECED 429
TWS #8
Fall 2014
Reflection, Self-Evaluation, & Professional Development
Lesson 1: Subtracting with regrouping

Section 1: Whole Class:
A. Overall, the students did very well with this lesson. The majority of the
students picked up on the task at hand very quickly. Based on TWS 6, 91.6%
of students answered the pre-assessment correctly, and 82.6% of students
answered the post-assessment correctly. The students responded very well to
this lesson because most of it was a review. During the lesson, students had to
categorize subtraction problems into more on the top, more on the floor, or
numbers the same. All three types of subtraction problems had previously
been taught in this class. For many students, they were just reviewing and
using subtraction strategies they had learned previously. During this lesson,
students had to write down what subtraction was, complete their flip chart,
and then finally write down what they thought the definition of subtraction
with regrouping was.
B. During the lesson, I noticed that many students were having trouble with
categorizing their subtraction problems. While students were working
independently, I asked student to bring their attention up to the front board
while I went over a couple examples with them and how I would categorize
them if I were doing this chart. This was not on my lesson plan, but I felt like
this modification needed to be done for students to be successful during this
portion of the lesson. Based on the assessment, I feel like students did very
well during this lesson, but when I focused on the flip chart, many students
put their subtraction problems under the wrong flip of their chart.
C. If I were to teach this lesson again, instead of letting students work

independently on their flip chart, I would have them paired with another
student. For the pairing, I would pair the high performing students with the
lower performing students. By doing this, I feel like it would help the lower
performing students when it came to categorizing their subtraction problems
under each flip of their chart.
Section 2: Three Individual Students:
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A. The student that was most successful in this lesson was my high achieving
student. The average and low performing students both did very well during this
lesson, but needed help along the way. The high performing student was able to
complete her work by her self, and then help others at her table. She is very
independent when it comes to getting her work done. One reason this student was
very successful was because she was able to differentiate between the different
subtraction problems very easily. Another reason would be that she listened to the
directions very carefully. Other students didnt listen to my instructions during the
lesson, but she listened very carefully and began her work quickly. I do not
believe that this student was challenged by this lesson. She was able to answer all
the subtraction problems and categorize them based on which flap of the chart
they went under. If I was to do this differently, I would have her complete her
own flip chart, and then write her own problems to go under each flap to
challenge her, and make her think more critically.
B. The student who was least successful was my low performing student. This
student still did very well during this lesson, but didnt perform as well as she
could have. This student is very dependent, and needs almost constant attention to
make sure she is staying on task. I do believe that having her categorize the
subtraction problems was a huge issue. Once she had all nine pieces cut out, she
started getting scatter brained. She needed to cut out one piece at a time and glue
it down. Working with multiple little pieces got her stressed out, and it affected
her performance. I believe those are two reasons why she didnt do as well as she
could of during this lesson. If I could teach this lesson again, I would go back and
have her cut out each piece individually, find the flap it goes under, and then glue
that one piece down.
C. The student whose performance was average would be my average performing

student. During this lesson this student performed really well. One thing that
stopped her from getting her work done as quickly as possible was her talking.
During this lesson students got to sit at their desk and work on their flip chart, and
during this time, she talked a lot to her neighbors. Another reason she didnt go as
good as she could have was because she is an English language learner. I feel like
some of the words that were unfamiliar to her slowed down the speed of her work.
One thing I could of done differently was to make sure this student understood all
the new words that were introduced during this lesson. Since this student is an
English language learner, I feel like if I would have given her a list of words that
we were going to be working with, she could have prepared before.
Section 3: More Elaboration
How did my lesson accurately reflect and connect to students lives, prior
knowledge, and background information to enhance learning? For this lesson,
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students had previously learned all the different types of subtraction, so this
lesson tied into the background knowledge they had previously aquired.
How did my selection of strategies, activities, and resources enhance the delivery
of my lesson? I believe that having students organize their subtraction problems
into categories really made them think critically during this lesson.
How did my knowledge and understanding of the content help the students
achieve the planned lesson objectives? I do feel as if my knowledge helped
them understand the objective for this lesson. I could move around the classroom
and help them sort their subtraction problems out.
What adjustments/modifications did I make as I taught the lesson? Why did I
make these? During the lesson, I found that many students were having trouble
sorting their problems out, so I decided that I needed to go over a few of them and
show them how I would sort them myself.
Were the lesson objectives met? How do I know? What evidence of learning did
the students provide? I do feel as if the learning objective was met. Many
students did well during this lesson, and more than 80% got the post-assessment
correct.
Did I prepare and manage my time and routines so that instructional time was
maximized? During this lesson, I could have spent more time showing the
students how to sort their problems. If I would have done this, I could have
avoided having to stop their work time and show them.
In teaching this lesson today, what did I learn about this group of students or
individual students that I will now use to facilitate student learning for the next
lesson or future lessons? I learned to make sure I elaborate with the directions
for any hands on activity. Many students also needed to have the instructions
written down for them.
Lesson 2: Elaborating within their non-fiction text

A. During this lesson, students reviewed a non-fiction mentor text and discovered ways
they could elaborate within their own non-fiction writing piece. This lesson was
based on students being able to go back and find places in their non-fiction writing
where they could elbroate. We made a class chart that had different ways our mentor
authors elaborated in their text that even included examples. 100% of my students
participated in the pre-assessment, so they all received credit, but only 80% of
students had proof in their writing sample of editing and elaborating. Many students
were still in the writing phase of their piece, so they continued writing and just added
in elaboration as they went along. I believe that having the chart of examples from
the mentor text was a huge help to some of the lower performing students in the
class. Overall, this lesson had a positive impact on students learning.
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B. Based off the results from the post-assessment, I gathered that many of the students
knew how to elaborate within their text. For the students who did not add in any
elaboration, I pulled them aside the next day and went though our examples again,
and then together we found places where they could go back in and add one of the
styles of elaboration in their own writing. I feel like by pulling those students the
next day helped them grasp onto the concept of going back and editing their paper.
C. If I could go back and change this lesson, I would teach it in small groups. I feel like
if I had small groups working together to edit each others paper, they could not only
learn from me, but also from each other. I would have introduced the mentor text,
found our examples, made the chart, and then I would of liked to have them come
down to the carpet one group at a time, where together, we could find places that
they could elaborate. I feel like by having them work together as peers, they could
have really benefited more than doing this lesson individually.
Section 2: Three Individual Students

A. During this lesson, all three of my students did very well. I cannot say which one
did better than the other because they all added in different styles and edited their
papers in different ways. All three of my students got 100% in both the pre and
post- assessments. I can say that I was very happy with my low performing
student, because in her writing, their were prime examples of where she had gone
back and added different types of elaboration styles from our class chart. My
average performing student did very well also. Especially being an ESOL student,
her writing has improved greatly throughout this year. My high performing
students paper was great as always. Although when it came down to grading
them, I couldnt rank one higher than the other because they all three preformed
to the level I was expecting.
knowledge, and background information to enhance learning? Students had been
looking at the mentor text and finding ways that authors made their work better.
During that week, students had been writing their own non-fiction text, so this
lesson was based around things they had been learning and doing.
of my lesson? I believe that by having students study someone elses work, and
then applying those strategies to their own work, helps them develop their own
style of writing.
achieve the planned lesson objectives? Since I had knowledge of how to add in
elaboration in writing, I was able to walk around and help them find places they
could go in and add an example from our chart.
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make these? While planning this lesson, I thought many students would be
finished with their non-fiction pieces, but many of them had not finished. So
during this lesson, I let them continue to keep writing. In their writing notebooks,
they had to show me where they went and added in some form of elaboration.
the students provide? I do feel like the learning objective was met. I had 80% of
my students go back and add in one form of elaboration from our chart to their
writing. Since some students were still focused on their writing, I feel like this is a
great percent for students who went back and added in elaboration.
maximized? During this lesson, time was managed very well. Students had a lot
of time to go back and edit, as well as add to their writing piece.
lesson or future lessons? I would make sure that all students were done writing
their non-fiction piece, and were ready to move on to the next phase in the writing
process.
Lesson 3: Cherokee Native Americans

A. This lesson was about the Cherokee Native Americans. We had recently been on a
field trip to Cherokee kids day in Gray Court, and that was the introduction to this
unit. During this pre-assessment, I asked students to recall some of the interesting
facts that we learned while at our field trip. Many students recalled what their
favorite part of the day was, and others fed off of them. All students were involved
during the pre-assessment since we were talking openly as a class, and feeding off of
what each student said. The average for the post-assessment sheet was an 89.3. This
average was taken from the sheets that were turned in. Students were very successful
during this lesson, and I believe that a lot of their motivation for this lesson came
from our field trip we had previously taken to jump-start this unit.
B. During this lesson, I made the instructional decision to let students use their notes
while doing the comprehension sheet. This helped students when it came to their
daily average for that sheet, but I dont think it helped them while working on their
quiz. I feel as if students would have had to go look in their textbook for the answers,
then they would of retained the information better for their quiz. During this lesson,
no modifications were made.
C. One thing I would change for this lesson would be to have students look in their
textbook for the worksheets answers. I let them use their note sheet, and I do not feel
like many students had to try to find the answers. If they would have had to look
through pages of their text, then they might of retained more information for the
quiz.
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A. The student that was the most successful during this lesson was my high
performing student. During this lesson, she was very attentive to everything that
was going on. She was very motivated during our field trip to learn more about
the Native Americans. I do feel as if this student was challenged by this lesson
because all the material was new.
B. My low performing student did the worst during this lesson. One of the reasons
why she did not do well during this lesson was because she did not complete her
daily work. Since she didnt complete her work, I had to give her a zero for her
daily grade. Another reason why she wasnt successful was because she was not
paying attention during the reading for this lesson. While I was up reading their
text aloud to the class, she was messing with paper and whatever else she could,
instead of following along in the text. If I could go back, I would stand next to her
desk and make sure that she was following along to the reading, and I would
make sure she got her daily work done.
C. The student who performed average during this lesson was my average performing
student. One reason she didnt perform as well as I hoped is because she is an ESOL
student. Another reason I do not think she performed as well as she could have been
was because of the reading. I feel like if I was to give her a list of words that would
have been new to her during this lesson, she could have reviewed the words and
understood more of the content that was being covered.
knowledge, and background information to enhance learning? This lesson was
an introduction for this unit. Students didnt have a lot have background
knowledge on the topic, so it was largely new material. Although, we had
previously taken a field trip to Cherokee kids day in Gray Court, where the topic
of Native Americans was introduced to the students.
of my lesson? One resource that enhanced my lesson tremendously was the fact
that we had just taken a field trip on the topic of this lesson. Students were still
excited about the information they learned during the trip, so they were eager to
learn during the lesson.
achieve the planned lesson objectives? Since I knew the topic of the Native
Americans, I was able to share more knowledge than what they were about to
read in the textbook, which helped them get more interested.
make these? During the lesson, I let students look at arrowheads that were found
on my families land in South Carolina. I had enough for every student to have
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their own, but instead of letting all of them loose, I decided to only give one out to
each group so I could make sure I got all of them back.
the students provide? I do believe the lesson objectives were met during this
lesson. On the post-assessment, the students averages were an 89 and a 76. The
quizzes were not as good as the comprehension sheet, but students still took away
a great amount of content.
maximized? During this lesson, time was managed very well. If I could go back,
I would of tried to read over their textbook so I could of read through it faster to
save time. Other than that, everything went very smoothly and time was not an
issue.
lesson or future lessons? During this lesson, I learned that having their reading
material in front of them was very beneficial in helping them keep up with the
pace of the reading.
Lesson 4: Sequencing in Non-Fiction Text

A. Based on the data I received from this lesson, the students really gained an
understanding of sequencing words and how to use them. This lesson was about
picking out key words in non-fiction text that dealt with sequencing. During my preassessment, only 37% of student knew what an example of a sequencing word was.
But after my post-assessment 96% of my students could give me examples of
sequencing words. When comparing the pre-assessment to the post-assessment, the
students gained a tremendous amount of information during this lesson. I was really
surprised during my pre-assessment, but when I saw the results from the postassessment, I could see what great strides students had made during this lesson.
B. During this lesson I let students use the words we had found in our non-fiction text to
fill their chart in with. This made the classs average look better for the postassessment, but I wish I would let them come up with their own words. I dont know
if this changed the average that much, because once students figured out what a
sequencing word was, they came up with many examples of their own. The reason
for modifying the lesson plan and leaving the words on the smart board was because
of how poorly students did on the pre-assessment.
C. When teaching this lesson again, I would change the objective. Instead of simply
identifying sequencing words, I wish that I had had students to use sequencing words
in their own sentence. Having students create their own sentence using sequencing
words would have caused them to think more critically, thus allowing them to take
more away from the lesson.
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A. The most successful student during this lesson was my high achieving student. She
was not challenged during this lesson because she reads so much that she already
knew examples of sequencing words and how to use them. This student reads a lot,
so I contribute her already knowing the material from this lesson to her reading
abilities.
B. My two students that were both average and low performing students preformed
exactly the same for this lesson, so I can not say which student performed better or
worse. For the pre-assessment, neither student could answer what a sequencing
question was, and then for the post-assessment, both of the students could identify
key sequencing words. Both of these students performed very well during this lesson.
Both students shocked me with how well they did, especially since reading tends to
be a difficult task for both of these students.
knowledge, and background information to enhance learning? This lesson
connected to the prior knowledge students had already been learning. Students
had been learning about different text structures, and how authors use them to
make their work better.
of my lesson? I feel as if I would of changed my activity during this lesson,
students would have had to think more critically, and in return they would have
taken more from this lesson. It would have been more challenging if I had them
write their own sentences using the sequencing words we found in our mentor
text.
achieve the planned lesson objectives? By having a good understanding of what
sequencing words were, and how they can be used in writing, I feel like my prior
knowledge helped students connect to the objective of this lesson. I was able to
help them come up with examples and how they would be used in text.
make these? I didnt make any modifications during this lesson, but looking
back, I wish I would have changed the post-assessment.
the students provide? I do feel like my objective of having students identify
sequencing words was met. At the end of the lesson, 96% of my students could
make a list of key sequencing words that they either knew, or came from our
mentor text.
maximized? The timing for this lesson was planned out very well. Students had
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an equal amount of time working on their own, compared to direct instruction

from the teacher.
lesson or future lessons? If I could re-teach this lesson, I would change my postassessment so that students had to think more critically.
Lesson Five: Multiplication and Division Fact Families

A. This lesson focused on students being able to relate multiplication and division
together and creating a ShowMe on their iPads. During this lesson, students had four
different rotation sites that they went to around the room to complete. One was at the
teachers table, where they worked with me on making fact families. Individual practice
took place at their seat, where they created their ShowMe based on a fact family I
provided. The other two stations were games and computer practice. At the game station,
students played a fact family game with a partner. Students did very well during this
lesson, especially during work time at the teachers table. I had 100% of students turn in
their daily work from that day, which included the worksheet done at the teachers table.
When I graded the post-assessment their average came out to be 90.2%. Based off the
data from my post-assessment, I was extremely happy with the outcome of this lesson.
Students really understood how multiplication and division could be related to each
other.
B. An instructional decision I made based off other assessments was to do this lesson in
rotations. The students in this class do really well when working with others and moving
stations. I believe that by having students move rotations so they could get more exposure
to fact families which, helped them overall when it came to performing so well on their
post-assessment.
C. If I could change one thing about this lesson, it would be to keep track of time better
for the rotations. For students who were at my table, we would keep working
different fact families until one person asked if it was time to switch. I would notice
that our time was up, and then ask the class to switch rotations. I should have kept
track of time better, so I could have kept a consist time schedule with the rotations.

A. During this lesson, I did not have a high, average, and low performing student. Only
two of my students were present during this lesson, including the high and low
performing student. The low performing student took me by storm for this lesson, as she
got all of her work done, and you could really see that light bulb turn on. During the
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lesson, my high performing student worked better and achieved more during the lesson,
but when graded on the rubric, there was barley any difference between the two students.
If I had to relate this success to anything, it would be the rotations during the lesson.
Students got to experience and work with fact families at four different rotations during
this lesson, and I think that by having them work so diligently during this lesson is what
contributed to their success.
knowledge, and background information to enhance learning? This lesson was
based on students prior background knowledge of multiplication and division.
Students were to use both multiplication and division strategies and make fact
families based off numbers they had been assigned.
of my lesson? Basing my lesson off of previously learned material did make my
more successful during the lesson. Students became their own resource,
depending on the material they already knew to put together their fact families.
achieve the planned lesson objectives? My knowledge of the subject allowed
students to be able to depend on me when needed, and also allowed students to
understand the concept better.
make these? No modifications were made during this lesson.
the students provide? I do believe that students met the objective of creating a
fact families based on numbers they were assigned. Majority of my students
performed very well during this lesson and I believe it all had to do with basing
the information off of prior information they had learned.
maximized? During this lesson I wish I would of focused on time more. I
allowed my students enough time to get what they need done at each station but I
should of kept time better, so students could have had a equal time at each station.
lesson or future lessons? I would make sure I kept track of time more
efficiently so each student would have an equal time opportunity during this
lesson. Some students didnt have enough time in some of the rotations, and some
had too much time. So based on students performance during the rotations, I
would change how I kept track of time.
Section 4: Reflection for Professional Development
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After this clinical experience, I have two goals for myself. One goal I have for my self
after reflecting on all five of my lessons would be to focus more on my class as a whole.
During several of my lessons, I would find myself focusing on certain students to make
sure they got the content that was being taught. I would tend to lose sight of the students
who naturally pick up on information more quickly. I found myself walking around the
room like I should, but only stopping at the desks of students who I knew needed help.
Another goal I have for my self is to become more professional. During this clinical, I
feel like many of the students looked at me as a friend, and when I go back in January, I
want to make sure they know I am there to be their teacher, and not their friend. With this
said, I want to build relationships with my students, although I want them to respect me
more as their teacher.

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Wilson

Lesson 1: Subtracting with regrouping

C. If I were to teach this lesson again, instead of letting students work

Section 2: Three Individual Students:

C. The student whose performance was average would be my average performing

Lesson 2: Elaborating within their non-fiction text

Section 2: Three Individual Students

What adjustments/modifications did I make as I taught the lesson? Why did I

Section 1: Whole Class:

Section 2: Three Individual Students

Lesson 4: Sequencing in Non-Fiction Text

Section 2: Three Individual Students

Section 3: More Elaboration

an equal amount of time working on their own, compared to direct instruction

Section 1: Whole Class:

Section 2: Three Individual Students

Section 4: Reflection for Professional Development

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