Emily Fowler

Edu. 426

Dr. Waugh

Lesson A Part 2

October 31, 2019

Data Analysis/Data-Based Decision Making:

In this lesson I planned for embedded formative assessment and also for a summative-

based formative assessment in the form of a Teacher-Made Assessment. The embedded

formative assessment went very well. It allowed me to see what the students were understanding

and if there were things we need to stay on a little bit longer before moving on. I was able to help

several students one on one to ensure that they were understanding and retaining the knowledge.

This allowed me better pace the lesson as we were going. Although, if I could do it over I

wouldn’t spend as much time with individual students as I would just readdressing things with

the whole class. This took up a lot of time, in a situation that I didn’t have extra time to spare, as

we didn’t complete the full lesson that was planned.

The summative-based formative assessment that was planned for this lesson was not able

to be given. Based on the embedded formative assessment, students weren’t ready for their

knowledge of the content to be tested. The TMA was written to be given after the completion of

a foldable with all the knowledge they would need. Because we didn’t complete the lesson, we

didn’t complete the foldable. These very prominent things allowed me to see that students

weren’t ready to be tested on their skills. They need more instruction and assistance before they

will be ready for any form of a summative-based formative assessment.

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Because of how these assessments came back, it was also noted that the lesson needs to

be continued/retaught. Students didn’t grasp the concept as quickly as planned, so this lesson

ended incomplete.

Reflection on Lesson:

Lesson Objectives and Student Outcomes:

The objectives for this lesson were rather simple to derive from the WV CCRs that

pertain to this content. The way the objectives were written in the lesson are in an understandable

way that students can understand. When teaching the lesson and discussing the objectives, I

broke them down even more for better student comprehension. There were no national standards

that related specifically to the area of complex numbers that this lesson was addressing. Due to

this, there were no national standards for this lesson. The next time I teach complex numbers I

would like to have an even better understanding of the concept to help relate it to students more

in their objectives.

Design of Lesson & Pedagogy:

My lessons are always organized as to help me in preparing and teaching the lesson. I

refer back to my body and transitions frequently when preparing so that I can get myself into a

habit of mind with each lesson. With this lesson specifically, I practiced with the timing of

pauses when asking students questions which I think helped me in the lesson. No amount of

practice or preparation would have helped with student understanding, though. The students just

didn’t seem to grasp the concept as quickly as I thought they would have, which just put

everything behind on the time frame.

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The strategies used in the lesson were used to promote student motivation and

engagement, although I don’t think it was effective for all students during the implementation of

the lesson. This class is a very difficult class to motive to want to learn. I feel stuck in the middle

between wanting to discipline them and help them want to learn, but then my co-teacher doesn’t

do anything when they aren’t paying attention; this, makes me feel stuck.

Content Knowledge:

Student prior knowledge is addressed in the diagnostic of this lesson. When implemented,

the students seemed to grasp the knowledge. I believe if I would’ve thought more, I could’ve

figured out a better explanation to help them understand a little bit better. The activity that was

planned for the students addressed their skills they were to obtain in the lesson, although we

didn’t make it that far. I didn’t want to put any pressure or stress on the students because I knew

they weren’t ready. The skills that students were to obtain from the written lesson would assist in

solving quadratic formulas that contain negatives in the future. Although we didn’t make it far

enough for them to use their skills, they would be able to recognize if presented a square root

with a negative number below it, that it has to do with complex numbers and there is an i

involved.

Understands Characteristics of Students:

There are several students in this class who are not actively engaged in their learning.

They sleep in class and don’t take notes or pay attention to the subject matter. My cooperating

teacher doesn’t do anything to engage them or commit them to their learning. She allows them to

not be involved. This is part of the reason I decided to implement my lesson the way I did. I

thought doing a foldable and filling in the blanks would engage them more and my hope was for
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them to want to learn. It didn’t happen that way, unfortunately. They participated more than they

usually do, but they are students who seem to need more intervention than I as a co-teacher can

provide. This breaks my heart for them, and I intend to try my best to get them engaged and

learning.

This lesson and the WV CCRs were written with and eleventh grade student in mind, so

it was developmentally appropriate for their age, although I believe they could have used some

more background knowledge and review on the other skills required for this lesson. Some

students weren’t sure how to distribute their negatives which is a basic skill they should already

know.

Assessment is addressed in data analysis.

Management of Classroom Time:

My timeframe was laid out in my lesson plan and I feel it helped me prepare, but as I said

before nothing can prepare a lesson for how well students understand the knowledge. In this

particular lesson, the students just needed more help than I was anticipating and because of that I

ran out of time to complete the lesson. I feel as though I did the right thing, though. It is more

important that the students know, understand, and retain the information than it is to try and

squeeze your whole lesson in. Because of this fact, even though I didn’t complete my written

lesson plan, I still feel as though my lesson was effective in teaching the students information on

complex numbers.

Technology

The only technology used in this lesson was the SmartBoard. The only downfall to this

technology is that you have to learn how to work with your shadow as to not block the
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information that you are writing on the board. This would be the only downfall to the technology

that I would like to improve on.