Intern’s Final Exam Research Presentation Reflection Document
__Colleen Major________________ _____The Gender Gap________________________

Intern’s Name

Presentation Topic

_Can you differentiate between how boys versus girls learn in the classroom?
Umbrella Question (upon which presentation lesson was based)
Students will be able to recognize and discuss the impact of gender in the classroom.

Measureable Lesson Objective (What you wanted the students to learn)
Presentation Date__Wednesday, May 11th_______

Key components to any presentation or lesson
Equipment, materials, wardrobe selection, technology
1. What were the strengths you believe were present with regards to your planning or
preparation for this lesson? Explain WHY you believe these elements were present?
I created a PowerPoint with all of the information and knew the content very well. I had
rehearsed how I would present the slides and knew where to go into further detail than
what was written on the slide. I was organized with all the necessary papers for the
students and for myself. I knew that if I wasn’t prepared with the materials then I
wouldn’t be prepared to teach the day of, physically with the papers or mentally.
Additionally, I came up with a jeopardy game to review all the content I presented. The
jeopardy game involved a poster with the questions and prices and a buzzer machine for
the students to feel more involved in the activity.

2. What do you believe was lacking, or what could be improved, with respect to planning
and preparation for your presentation? Explain WHY.
Some students thought the PowerPoint was too long or contained too many words on
the screen. A solution to this would be to create a guided notes sheet for them or to
somehow get them involved while I present the information so they don’t get distracted
sitting for a longer length of time. Moreover, I could have planned more activities with
shorter lengths of time. This would allow for the students to get up and move about and
be able to keep a good concentration of the presentation.

Lessons are divided into segments and each part is very important in the process of teaching and
Lesson Plan—Was your lesson objective measureable?
1. How was your objective written so that you would really know that your class “got” what you
were teaching?
Before starting my presentation, I wrote and discussed my objectives and targets for the students.
My measurable objectives helped the students to know what the presentation was about
beforehand and they could follow along knowing what was expected of them. The PowerPoint was
divided into subcategories which were then tested of the students in the review jeopardy game. At
the end of the game, we sat in a circle and discussed some of the main solutions we as teachers
could to do to stop the gender gap from increasing.
2. How did you plan to measure the outcome of the lesson? (Was your objective written correctly
so that it mirrored your PLAN?)
My objective was more of an overview because it is hard to test whether the students could
demonstrate or show the gender gap. Instead, what I asked of them was to be able to recognize and
discuss the impact of gender in the classroom. This includes the statistics we went over, how the
history of education has molded the gap, how the education system or staff have created more
negative problems for the boys to close the gap, and what solutions can be done to help the gap close.
Yes I think it was accurately written as the jeopardy activity showed me that they recognized the
problem and the ending discussion of the solutions showed me the students could converse about the
issue of the gender gap.
A. Lesson—Introduction or Audience Engagement—Anticipatory Set —what did you
do in order to begin your lesson to capture the attention and interest of the class?
1. Explain what you did and describe how it worked.

a. I started off my lesson by listing the objectives/targets for the students
and a debriefing of my topic. I said the concept was the gender gap and
how we will start off with statistics, then the history of education that
has shaped this gap, more problems/causes, and lastly the solutions we
can take to help close the gap. Starting off with the statistics helped
prove to the students that the gender gap was a real, concrete problem
in education. This helped eliminate any controversy of the topic.
2. Or: How might you have improved this portion of the lesson?
It might have been better to start off with a kinesthetic activity or a video. A kinesthetic
activity would help the students get up and moved around the room and hopefully
retain better attention throughout the presentation. Or with a video, see other
perspectives of the gender gap topic besides my own.

1. List and describe what student learning experiences the lesson contained that were
a. The student learning experiences included the powerpoint presentation where I
taught the information, the jeopardy game for the students to go over important
details from what they learned, and lastly end with a discussion that provided them
with the opportunity to learn from their peers the solutions necessary for closing the
gender gap.
2. How do you know they were successful? This is a good place to reflect on the assessment
the students completed the next day to see if they actually understood the concepts. Look
them over and comment.
a. I know they were successful because the students were able to get the majority of
the jeopardy questions correct. If they got a question wrong, we worked as a class to
figure out the correct answer. Furthermore, the discussion, though only 5-10
minutes, went very well and created a chance to learn new solutions many of us
wouldn’t have thought of on our own. Their formative assessment demonstrated
that the students knew the content of my lesson and were able to recognize it from
a situation in their own placement classroom. Only one student did not fill out the
formative assessment Padlet prompt.
3. There is always room for improvement, so: What could you have done differently for a
better outcome?
a. I would have changed the jeopardy game a little bit. If possible I would have put the
poster on the overhead so that the questions were bigger for the students to see. I
would have separated the distance between the two teams a bit more to avoid
cheating. And lastly, I would have set better rules for the game that fit these
students. Many of them had a hard time playing by the set rules we discussed at the
beginning or simply were confused the whole time and didn’t take ask me their
4. What teaching techniques did you employ?
a. I used gamification to help the students actively get involved in their self-learning. It
was a kinesthetic activity that helped the students review the presentation content,
bond further with their classmates, and move from just sitting in desks or at the
small tables.
C. BODY OF THE LESSON—Describe how you incorporated the following into your lesson:
1. Visual-I created a PowerPoint presentation.
2. Auditory- I read the PowerPoint and added in details where it needed more explaining. Also,
there was a discussion circle at the end.
3. Kinesthetic- I created a jeopardy game with buzzer machine and poster with the prices and
questions attached.

1. What technique did you use to wrap up your lesson so that the students continue to think
about what they had just learned and experienced? Do you feel it was successful? If not,
what changes might you make to the closing if you were to present this lesson to another
After the jeopardy game which reviewed the PowerPoint presentation, we sat in a circle to
have a class discussion. We went over how we could modify math and reading subjects to fit all
of the students and their different learning styles, especially for elementary teaching.

Additionally, we went over how to create a non-gender bias classroom- what to say and do
versus what not to. Yes, I think this was successful. The homework also prompted the students
to think about when they personally saw the gender gap with a student in their placement
classrooms. If I were to present this lesson to another class, I would probably change the
jeopardy game a little bit. Although I loved the activity and so did many of the students, the
rules were hard to discipline at times and this often caused tension between the two teams.

Personal Assessment of Lesson
1. What grade do you believe you deserve for this project and presentation? (This includes
research, planning, preparation, team work (if applicable) and lesson delivery, Not your
Detailed Outline or your annotated bibliography.)
Percent / Letter Grade____B+ or 85-90%____________
2. What percentage of the work accomplished for this presentation do you feel you were
responsible for if you were a team?
3. If you were a team, one of the members might not have contributed equally to the others. If
this is true, how would you divide 100% between the members?
With concrete support, state why you believe you deserve that grade.
I believe I deserve this grade because I worked really hard on my research and getting all the up to
date, best information I could find. I had even looked up to see if there were multiple sides to the
gender gap issue. Moreover, I was very organized and prepared for the lesson. Unfortunately I was sick
the day of and wasn’t feeling as great as I normally do to teach; however, I did the very best that I
could and approached my teaching final with the same amount of desire to succeed and enthusiasm as
I do whenever I am given the chance to teach. My lesson had its flaws or could have incorporate other
activities, but that is also what helps me to critique myself and better who I am as a teacher as I learn
from my mistakes.