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Reflection on Use of Technology

I was able to incorporate a variety of technology in my Supervisor Observation Lesson. I

used the big computer screen for my slides. I used a pumpkin diagram from Big Book of Mentor

Texts, by Tony Stead and Linda Hoyt to help support students. I also used chart paper to label the

parts of a pumpkin, which mirrored the student’s chart in their pumpkin research book. I was

very comfortable with the technology I incorporated in my lesson. I had prior experience with

the computer screen for my slides, it helped guide the lesson and was good for transitions. My

CT uses the computer screen throughout the day and uses PowerPoint, which provides transitions

and expectations for the students. I used the slides for setting expectations and to provide

students with multiple images of the parts of a pumpkin. I believe the computer screen with the

slides, helped the students identify the parts of a pumpkin. For instance, I included different

colors and textures of a pumpkin’s skin. I also showed students how the stem of a pumpkin can

look, which can be different shapes and sizes. One issue, I had while working with all three

technology pieces was utilizing space. I used the slides and Big Book of Mentor Texts side by

side to better support student’s learning. Then, I brought out the chart paper for the students to

help label the parts of a pumpkin. Since the students and I were in the front of the classroom, I

feel like I should have utilized my space better. I put the chart paper on the easel where the book

was but it was hard for some students to see the bottom of the chart. During the lesson, I would

move the bottom of the chart up so the students in the back could see while we were labeling.

Instead, I could have placed the chart on the white board. That way when the students and I work

on it together, everyone can see. I believe I should have utilized the space for my technology to

provide all students on the floor with the ability to see the chart to support their learning.
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I believe I met FEAP 3g, because I used various instructional strategies and technology to better

assist students during this lesson. I incorporated three types of technology (explained above) to

provide students with an understanding of the parts of a pumpkin. The slides with the different

images of pumpkin parts, cleared up some misconception’s students had.

Reflection on Student Learning

I believe the PowerPoint slides, informational diagram (Big Book of Mentor Text), and

pumpkin label chart worked well together to enhance students learning. The slides with the

images of pumpkin parts really enhanced the students learning. I provided multiple images of

pumpkin skin, stems, leaves, seeds, and pulp to point out any misconceptions. For instance, I

included an image of a smooth orange pumpkin and a rough bumpy discolored pumpkin. When I

presented the students with these images, they were amazed! The students did not know that

pumpkin skin can be different colors and textures. The informational diagram aligned with the
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students’ pumpkin label chart. By identifying and discussing the parts of a pumpkin, the students

had a better understanding on how a pumpkin looked. I created a pumpkin label chart, which was

the same chart in the students’ pumpkin research book. The students and I worked together to

label the parts of a pumpkin on the chart. This was practice for the students before they

completed their own pumpkin label. I believe this enhanced the students learning because they

were able to agree/disagree when students were labeling the chart I displayed. Students were able

to understand and identify the anatomy of a pumpkin by completing their own graphic organizer.

After the lesson, my CT dissected a pumpkin with the students. As my CT was dissecting the

pumpkin, the students were naming the parts of a pumpkin. When the CT was cutting the top off,

the students noticed the stem and were pointing it out. The students we able to identify and label

the parts of the pumpkin as the CT was dissecting it. The students were able to take what they

learned and applied it to the real-world. The students were actively engaged in the lesson. The

students were answering my probing questions. The students were able to connect the

information from the Big Book of Mentor text to their prior knowledge and experiences with

pumpkins. Students were raising their hand and wanting to label the parts of a pumpkin chart.

The students were actively engaged by agreeing/disagreeing with the answers the students put.
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I believe I met FEAPS 2g. and 3a. The students have been working on their pumpkin research

book the whole week of Halloween. My technology infused lesson integrated current

information students had been learning about pumpkins. The students were familiar with the

appearance of a pumpkin but not the anatomy and terms. Students were able to record this

information and use it as facts they learn about pumpkins. I also created an engaging lesson

(described above). The students were actively participating and listening. Students were able to

apply what they had learned to a real-world experience (dissecting a pumpkin).

Reflection on Teacher Learning

I believe the students had a positive reaction to this lesson. I was probing and asking the students

open-ended questions. If students’ answers were off-task, I would guide them by asking another

question to get them thinking and bring them back to lesson. For instance, I had asked the

students what they noticed about the stems in the images I provided. Some of the students were
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just commenting how it was a part of the pumpkin. I would ask further questions, such as “By

looking at these different stems, what can we physically see?” Then, a student pointed out how

each stem was a different shape and size, which was what I wanted the students to notice. I also

had the students repeat the parts of a pumpkin labels I had before I called on students to identify.

As students were identify the parts of a pumpkin, I kept repeating the labels to help the students

remember what their options were. If I presented this lesson again, I would utilize the space in

the front of the classroom. As mentioned before, I would put the parts of a pumpkin chart on the

white board for all the students to see. I would possibly rearrange the students seating on the

floor. I could place some of the low students with the high students to provide more support. One

student was consistently answering my questions; however, they were off topic. This student was

one of the higher achieving students, she likes to talk and think out loud. Next time, I could place

this student with one of the lower students to provide support. I believe this would benefit both

the low and high achieving students when they are on the rug during the lesson. Looking back at

the lesson, I thought I was doing a good job redirecting students back to the lesson when their

answers got off topic. However, I would want to work on my higher order questioning to provide

ample questions that will help keep the students answers on topic. It is important to probe and

ask questions, but teachers should be asking open ended and higher order questions to promote

students learning in any content area. I believe this is an important skill to obtain and utilize as a

teacher. I believe if I provided the students with physical parts and pieces of a pumpkin, the

children would be really engaged. I think providing students with the physical pumpkin is a

wonderful support. Some students may not have had interactions with pumpkins, so having some

readily available for students to observe during the lesson would have been great. I believe I met

FEAP 5a. because I was able to reflect on my lesson and receive feedback throughout the
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process. I received feedback during my pre-conference and I was able to make changes to both

the content and technology. I was able to create new goals from this lesson to help support the

learners in my classroom.