Tori Bass

ELED 3111-005
Clinicals Reflection

For this course I was placed at Lebanon Road . My teacher allowed me to

work with a student one-on-one as well as working with small groups of children .
I was able to observe my teacher teach a whole group lesson before I began my
tutoring with the student. The students, at this time, were learning about time,
how to tell time, and how to measure time change .
As she began the lesson she reminded the students of what the students
had learned the previous day, which was how to tell what each number on the
clock represented. Then she proceeded to model to the students what they
would be learning today. She then modeled how to tell if time had passed from
one hour to the next or if minutes had passed . Then she modeled multiple word
problems involving time change problems. Throughout all of this she is telling
the students to write down the work she is doing .
The teacher is also using the SmartBoard throughout the lesson . The
teacher then sent the children into centers where they worked in small groups to
complete different tasks and worksheets. I am not sure if this would fall under
guided practice since the teacher only worked with one small group and was not

monitoring the entire class. The students are assigned homework to complete
for the next day, which would be included in the independent practice portion of
the six-point lesson plan. There was never any kind of closure in the lesson. It
was very rushed as the students had to go to another classroom for their reading
and social studies lesson.
The teacher followed most of the six-point lesson plan . She included the
focus and review, teacher input, and independent practice . It was hard for me to
differentiate if the small groups were a part of the guided practice in the six-point
lesson plan.
The Blooms Taxonomy model could be seen throughout the lesson the
teacher taught. The stage of remembering could be seen in the focus and
review portion of the six-point lesson plan. This was where the teacher asked if
the students could recall information about what each number on the clock
represented.
The stage of applying could be seen in the lesson when the teacher put
the students into the small groups where they had to apply the knowledge they
had learned from the teacher input portion of the lesson .
The students were not involved in the analyzing, evaluating, and creating
levels of the Blooms Taxonomy model.