Tierra Davis Reflection on Implementation and Planning March 22nd, 2017

READ 3226 and ELED 3223

After reflecting on my whole IMB experience, I think this was the best lesson
that I taught. I felt that my classroom management really worked during this lesson.
Explaining all of my expectations and directions before the activity really worked for
this lesson. I physically walked to each station and explained the directions for each.
I asked the students to follow me with their eyes as I walked to each of the stations
and explained the activity. I noticed that I helped with keeping them on task and
because they listened all throughout me giving direction, this limited the amount of
times that I had to repeat myself and answer questions that I had already answered.
However, something that did not work was not modeling how students would move
from station to station. Before releasing them to their first assigned center, I simply
stated that the students would move clockwise when it came time to change
station. This did not work because when the groups had to move on to the next
station, they were talkative, unfocused, and they ran to next station. During the
transitions, I ran into a lot behavior issues. Next time, I would physically model how
if I were a student, would be the correct and proper way to move from station to
station. The same way I moved from station to station explaining the directions for
each.

A major instructional change that I would need to make if I were to teach this
lesson again would be to make time to review the context clue and main idea
strategies that the students had been taught before. I found that in this lesson, I
treated those strategies as though they had had plenty of time and experience with
them which was not accurate. The reality of it was the students had only learned
about those two strategies the day before. So, I really should have taken more time
to discuss those strategies and review them. These changes would positively impact
students learning. While they were answering the questions that corresponded with
each of the stations, the student would have been better equipped to respond and
answer the questions correctly. The constructive learning theory, specifically the
role of repetition in that theory would support these changes because it allows for
the teacher to repeat the information another time. This theory states that the more
something is reviewed and repeated the more likely it is to stick with students.
Reviewing these strategies before releasing student to complete the stations would
have decreased the amount of times errors were made when answer questions
about main idea and context clues.