UNIVERSIDAD DE LA SABANA

Master in English Language Teaching for Self-Directed Learning

LESSON DESIGN AND ANALYSIS –ACTION PLAN

Teacher name: Erika Peraza Espinel Subject taught: Math

Lesson: Place Value Date taught: January 11th 2020

1. Short description of the class planned:

This class was designed for a group of 10 students in the fourth grade. This year is their first
experience taking Math classes in English. The main strategy used in this class is EPC, where the
essential thing is to provide students the comprehension of a specific topic.

The topic of the class was “Place Value,” and these were the goals for the lesson:

o Students will solve addition and subtraction operations using mental strategies to develop
mathematical thinking through the solution of word problems and mental math operations.
o Students will be able to identify the keywords they need to understand the place value in
subtraction and addition word problems.

The lesson was divided into four stages:

I. Warm-up
To introduce the topic, I gave them some keywords they can use to solve word problems. After that,
I divided the place value using different color papers to associate a color with the number in each
place of value. The goal of this activity was to associate the place of value with colors; in this way,
students could remember easier the position of each number.
II. Study
In this stage, I defined what place of value is and how they can use it in numbers up to millions.
Then, I projected a box on the board, and students had to take some color papers in order to organize
them according to the place value written. The goal of this activity was to practice the place value
related to the color given previously.
III. Activate
Students divided into groups of two to play “guess the number,” in this activity, the person who has
the headband should guess the number according to the poker tokens her/his classmate put on the
floor. The goal was to remember keywords and practice the place value.
 IV. Apply
Students had to solve subtraction and addition word problems identifying the keywords learned in
the lesson. The goal with this activity was to analyze solving problems using keywords to get the
answer.

2. Short description of the observations as to how the class developed

At the beginning, I was a little bit confuse about how I had to start my class. In the first stage I
introduced some keywords but I feel that I need to reinforce this strategy through an activity. I think
that divided the place value in colors helps to make associations with the color and the position of the
number. This explanation is good, but I need to leave my students can go to the board to paste the
papers; in this way, they can relate to the number with color effectively. The explanation of some
definitions of the topic was weak, I could give some examples or using pictures to get better the
comprehension of the topic. The activities I did to practice the topic were useful for my students
because they could understand the goal of the lesson through these activities.
On the other hand, the activity of the word problems was easy, and I need to propose more high-level
exercises to continue developing my student’s thinking. Also, I need to use the keywords in all the
lesson, I used them just in some of the activities. Finally, the assessment is really important at the end
of the class, and I must work on it because it is a way to evaluate our students and to discover the
weaknesses and strengths of our students.

3. Main strengths that you perceived when you watched the recording:

 Creativity and enthusiasm for teaching

 Board management
 Use of materials
 Classroom management
 Ability to connect with students
 Explain the things in a simple way
 Good teaching techniques
 Motivation
4. Main difficulties that you perceived when you watched the recording:

 Organization in some activities

 Link instructions with a real situation
 I did not assign a final assessment
 Improve students’ evaluation
 Language skills

5. Relevant aspects of feedback received

My colleagues mentioned that my class was fun, with a lot of activities, proper class management,
the interaction with them, the explanation of the topic. They also suggest giving the instructions
clearly in some activities as the guessing game. But, in general aspects, they enjoyed my class.

6. Your reflection regarding the issue(s) that should be addressed and why it (they) are chosen.

With this activity, I could analyze my performance as a teacher, and I think I need to keep improving
my language skills, the purpose of each stage of the class, and the assessments. This last part has
been a little bit hard in my teaching career because I create a lot of activities in order to develop the
comprehension and understanding of my students. But, I thought with these activities, I could
evaluate my students step by step, the idea is that they feel comfortable without the pressure of the
evaluation. As for why I did not mention a specific evaluation in my lesson because all the time I
was evaluating them. In this regard, I think that I have to connect the theory with the practice, and I
should read more about how to assess a student through each activity I do in class. Finally, I need to
connect the keywords given with the class; the main objective is that students can use those words
during the lesson. However, I noticed that they just identified them, and it was not the idea.

7. Main strategies that you think you can use to address the issues you have identified in step 6,
and the rationale behind each one (Please include the objectives you hope to achieve by
implementing these strategies).

One of the essential strategies is to start reading and finding information about how I can get better
the assessment process with my students. Continue improving my language skills, creating strategies
that can help me to develop my students’ critical thinking. Also, when I prepare my lesson taking
 into account the weaknesses and strengths of my students to give them a class where everybody can
participate in it. Finally, ask my colleagues about their evaluating process with their students, and
keep an update of all the strategies I can implement in my classes.

8. Write your action plan in the chart presented below. If you feel that another form would fit
the same purpose, please feel free to use it, giving any credits that might be necessary.

ACTION PLAN

What issue(s) How will it When will it be What results are What evidence How and when
will be (they) be addressed? expected? (clear and will the evidence
addressed? (From addressed? (Describe a (Be specific) measurable) be gathered?
step 6) (Actions and specific time indicates (Describe a
resources) (From frame) progress? specific time
step 7) frame)
1.Improve the Actions: Between  Explore some  Asking my  The information
assessments of  Consultant with my February and articles or books colleagues to will be
activities in my colleagues about June 2020. each Saturday after observe some of collected from
classes. their evaluation receiving feedback my classes at a each peer
strategies. from my colleague. different time observation
2.Implement the
 Read and explore  I will be able to during the term. using a
main keywords in the theory I find implement the  With a task notebook.
the lesson. I need to using it in my evaluation analysis, it is a  I want to create
get my students to classes. 1 or 2 lessons a strategies of the sequenced list a rubric to help
use those words  Invite my week activities I do in of the subtasks my colleagues
during the lesson. colleagues to class. or steps that to observe some
3.Create activities observe my classes. 1 lesson a week  My students will be make up a task. points they do
 Observe my able to use the  Implement not take into
according to each
colleagues’ classes keywords in my different tasks account in peer
level in order to classes with a real in class to meet observations.
Resources:
promote the  Lesson plans purpose. and to know  Using a task
participation of  Journal articles  I will able to apply each child’s analysis data
students.  My colleagues specific activities needs. sheet to observe
that allow  Take notes how children
promoting the about the videos complete a task
participation of my recorded. step by step.
students.  Participation
 Suggest and motivation
individualize of my students
feedback to focus in the classes.
on the child’s
achievement.
 Connect the
keywords with my
lessons, taking into
account that
vocabulary learning
 is considered an
important
component in
students’
comprehension.

REFERENCES

Hargreaves, E. (2013). Inquiring into children’s experiences of teacher feedback: reconceptualizing

Assessment for Learning. Oxford Review of Education, 39(2), 229–246. Retrieved by

http://10.0.4.56/03054985.2013.787922

Snodgrass, M., Meadan, H., Ostrosky, M., & Cheung, W. (2017). One Step at a Time: Using Task

Analyses to Teach Skills. Early Childhood Education Journal, 45(6), 855–862. Retrieved by

http://10.0.3.239/s10643-017-0838-x

Uberti, H. Z., Scruggs, T. E., & Mastropieri, M. A. (2003). Keywords Make the Difference: Mnemonic

Instruction in Inclusive Classrooms. Teaching Exceptional Children, 35(3), 56–61. Retrieved by

https://doi.org/10.1177/004005990303500308