Camillia Holman

A Taxonomy of Reflection
Most Creative Lesson Reflection
Blooms Remembering: The lesson was to get the students to make a dance from the prompt
given by me, the instructor. I told the students that sometimes in dance we tell stories through
movement and that for the lesson we would tell a story about jobs that scientist have through
movement. The lesson addressed a first grade science TEK and a first grade dance
choreography national standard. The lesson was completed in perfect timing. By the end of the
lesson students were able to remember the dance phrase, perform it with 5 different elements
of dance, and describe six jobs of a scientist.
Blooms Understanding: The important part of this lesson was that students were able to
creatively remember and demonstrate what a scientist does to fulfill a science TEK. I not only
met goals, but I felt that I succeeded because students were actively engaged and up for all the
challenges of incorporating different elements of dance. Major components of this lesson was
for students to be able to translate basic knowledge into movement. As an instructional
strategy I used a word map to begin students thinking about what a scientist is and tools they
use. I also used probing questions to lead then closer to comprehensive movements that
correlated with the tool or job being discussed. This lesson connected with the previous lessons
in that it tied all the elements of body, motion, energy, space, and time.
Blooms Application: Ive done the storytelling approach to choreography many times before
with my own work and decided to transform it and apply it to a first grade class. I believe this
method of dance making is universal enough that it can be used in many other situations and
grade levels; everyone knows a story. The application of this lesson built onto the content of
the previous lessons and therefore was built from scaffolding learned elements of dance to
produce the finished dance phrase. This lesson could be modified for English Language Learners
by using pictures to describe the tasks of a scientist and have students create movement from
the pictures they see.
Blooms Analysis: As I analyze my actions in this lesson I saw patterns in the way I approached
the instruction. I always begin with gaging the knowledge of the group, hence the word map. I
always make sure every student has had some input in group conversations and activities. With
first grade students you can never assume theyve come in with all the proper knowledge,
unless youve taught them beforehand. I believe the instructional strategies I chose for this
lesson were appropriate for their grade level and effective in reaching my goals.

Blooms Evaluation: I think I did well with keeping students engaged and moving throughout
the lesson. The word map worked with getting all the students ideas on the board so they
could see what needed to be done and decide what order they wanted to put their dance in. I
realized during the word mapping that students background knowledge on the many types of
scientists was exceptional and after 7 previous lessons with me they were equipped with the
skills to create their own movement. 100% of my students were in the exemplary to proficient
level of mastery with the work and content knowledge. I believe that this 8th lesson showed my
progression in being able to manage 15-20 excited first graders and making sure everybody was
heard and attended to.
Blooms Creation: I believe the next part of this lesson would be to make an actual
performance show with the phrase and have students be in control over certain roles assigned
to them with entrances and exits from the performance space. In order to do this, I would show
students a video that included dancers entering and exiting the stage in groups and alone so
students will have a visual ideal of what is expected of them moving forward with structuring
their choreography. In the future, I would improve my instructions by being more specific so
that students will not bombard me with a wealth of answers to such an open prompt. I could
see a potential challenge of having 15-20 first graders running around confused about their
part, so I would definitely use a numbering and color system to help guide the groups of
students into the correct spots and movements in the performance.