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Dylan Scharf National University TED 625a April 19, 2011 Analysis Paper Teaching this lesson plan

was a great experience for me. Although I have taught other sub plans numerous times, teaching my own was far more exhilarating. It was very interesting to see how the students reacted to my techniques and whether my lesson seemed to be effective in broadening their understanding of the subject matter. I found that the level of engagement was acceptable, especially considering that these students primarily know me as a sub. Most of the students paid attention to the PowerPoint and discussion, with very little distractions or interruptions. The ELD students seemed to be interested in the information and the format with which I was presenting it. I tried continually to make eye contact with them as I walked around the room. I would also stop occasionally and ask if anyone had any questions. During the Power Point review the students used their white boards and participated, showing me that most of them were paying attention. In addition I received tickets out the door from all the students and most of them finished the handouts that I gave them to fill out during the video. I feel like the content was fairly accessible to most if not all of the students through the various mediums that I used. I could tell which students worked better

with the visuals and which students understood the information better through my lecturing of the material. The think, pair, share groups added another layer to the contents accessibility. For those who were missing it visually or through the lecture were able to get the info working with another student and sharing out their answers. I have seen other teachers employ (the) system called listen, think, pair, share to improve both the quantity and the quality of discussion responses. This technique employs a structured wait time at two different points in the discussion (Eby, pg 183), and this seemed to work well for the students. I think the video in some ways was the icing on the cake; it was something that the students had to look forward to through the first part of the lesson. Knowing that they would be able to watch a dramatic piece about the Continental Congress gave them something to work toward. I stopped the video in a few spots as well to go a little deeper about what was happening because it was a very emotional time, and I felt like the kids really needed to understand why it was so emotional. The way I set up the lesson lent itself well to be able to formatively assess the students throughout. The think pair share groups were a great way to see how well the understood the information during the PowerPoint, and the worksheets showed me whether or not they understood the video and the importance behind the debate that they watched. Finally the ticket out the door not only allowed me to assess how well the grasped the entirety of the lesson but also what else interested them and essentially helping me to create the next lesson if I were to teach them again. Looking at the questions and the worksheets turned in by my special needs students also made me aware of what I could do better next time with them in mind. I really

think even just a few moments outside the class setting, be it lunchtime, or during a prep, or after class, would give them the extra push they need to better understand the information. I feel like over all I did a pretty good job considering I have never taught my own lesson plan before. When the class was over I asked the students to also write down one thing I could have done better or differently. Most of the students enjoyed the lesson and thought I did pretty well. The one thing that I heard more than once was that I tended to be a little long winded during the lecture, and that I should bring it in a bit a be more focused and specific. I observed another history teacher a while back and he embedded video into his lecture to help keep the information flowing and interesting at the same time. I would definitely try this method next time to see if it helps to keep their attention better. I also felt like the lesson was a little jump, it didnt flow as smoothly as I would have likes, but then again I only taught it to one class. Had it been a regular class that I taught 5 times in a day, I think it might have been better by the end of the day. It didnt surprise me that there were a few disruptions during the lesson because after all I am not their regular teacher following the normal course of content and due to the enormous temptations and distractions facing children today, schools must take an active role in teaching children about the nature of right and wrong which for an interim teacher can be a difficult task (Eby, pg. 267). For some of the students it was difficult to stay tuned in to the lesson, even so the majority of the class did quite well. What did surprise me was how well the students did during the think pair share groups. They interacted well with each other and had

no problems sharing out their answers during the review. I was amazed at how willing they were to share in class and put themselves on the spot. As far as the data is concerned, I do not think that it is perfect. Because I am not their regular teacher, and because these kids do already know me, I think the consensus may be swayed to some extent. This being said I do not think that the data is entirely corrupt, because the students did have to be engaged, I did have to teach to all the students, and activities had to be completed and the was validity of the data was in the assessment. I think my performance teaching the lesson was well received and although the data had to be somewhat skewed, the students seemed to grasp the information and understand at least some of the learning outcomes stated in the lesson plan. I realized that writing the lesson plan is far easier than actually teaching it. It is one thing to create the ideas and another thing to implement them and get the students connected to the information. Teaching a lesson plan that I wrote was a great way to better realize what works and what does not. I spoke to my wife who has been teaching for ten years and she said that even now she has to change her lessons on the spot to make them work because sometimes what she thinks will work on paper or during planning does not work in the classroom. I do think that the most important thing we do as teachers are connect with the students. We have to gain their trust and show them that our concern for their education goes deeper than the content alone. The rapport we have with our students is pivotal in creating a space that they trust us in and want to learn from us. If the teacher builds rapport with the students, includes them in all classroom activities from the first day, and

works with them to establish their achievement levels and needs, it is likely that their behavior and achievement will improve during the year (Eby, pg. 121). Watching my wife teach over the years has really been my inspiration. The connection she has with her students is an amazing aspect of what she does, and I think it actually makes her job easier. The connection that she has with them actually makes them want to learn. Works Cited Eby W. Judy, et al. Teaching in K-12 Schools 5th edition, Pearson Education, Boston, 2011.