Prompt for ED 201 Lesson Self-Assessment Name: Cathy Boerner Lesson Topic: To The !

oon an" Beyon"# $%DE& E$AL'AT%&N Date &(ser)e": April 12* 2010 School+,ra"e Le)el+N-m(er of St-"ents Ta-.ht: !anito(a+/r"+0 st-"ents Cooperatin. Teacher Name: Lisa St-"er Plannin. an" Preparation:
How did your lesson design reflect what actually happened in the lesson? What did/would you have changed? Were you able to teach the lesson in the allotted time? Why or why not? Were your lesson objectives clearly stated and describe what your students actually learned?

Overall, I think what happened during my 20 minute video taped lesson strongly followed my prepared lesson plan. Although, there were times when I could have managed my time better. The 20 minutes went much faster than I thought it was going to go in my mind. I let the children speak on topical things for as long as they wanted and it caused us to run short on time. In the future I will try better time management and strategi e to bring tge group back to the lesson plan so that I can move on to another topic and make the most use out of my allotted time.
Learnin. En)ironment: How did you encourage student participation and elicit responses from all students? What strategies did you use to manage and monitor student behavior? How did you engage them in responding to you and each other?

I made sure to give all the students a chance to participate regularly. There were two children that liked to participate the most, and two that were much more !uiet. I remained conscious of how often each student participated, and if I felt it had been a little while since I heard from the !uieter students, I would ask them guided !uestions such as, "#mily, did you think that too$% Or, "&umpoon did you have any reactions to when you read that part$% If they were struggling to respond, I would give them some e'tra time and say, "(ow about you think about it for a little bit)% #veryone was so well behaved during the lesson that the only real monitoring I needed to do was to try and keep the outspoken children from dominating the conversation so the other ones could feel more comfortable to participate.
Classroom %nstr-ction: What strategies and/or procedures did you use to assist students in learning the lesson content? How effective were those strategies/procedures in helping students learn? What changes or adjustments did you need to make during the lesson?

I used a graphic organi er for challenging new vocabulary words and important parts of the book, like the names of the space missions and astronauts. I assigned them homework, which consisted of reading select chapters and writing in their *ournals. I helped them to pronounce difficult words, but mostly tried to assist them in thinking for themselves, asking !uestions and not offering too many clues that would give the answers away. The only ad*ustments I needed to make were upon discovering how smart the

children really were, and when I reali ed they had a lot of prior knowledge on the sub*ect of the book. +hen I reali ed I let them talk longer, letting them contributing to the topic with things they remembered learning previously.

Assessment: How did you know if the students learned what you taught them? What did you learn from listening to student responses, examining their work or observing their interactions? How well did your assessments connect to the lesson objectives?

I knew they were learning when I would hear them correctly recalling facts from the story ,oral and observational assessment-. I also knew if they were reading their chapters and paying attention through their *ournal reflections, which they would read aloud to the group. This is an aspect of teaching I will want to gain a lot more e'perience with. I will want to practice more methods of assessment besides observation and oral.
Professional 1esponsi(ilities: How did you seek feedback from your cooperating teacher? What did you learn from his/her feedback and how did you apply it to your lesson?

.s /tuder was very helpful and very positive. Immediately after we stopped video taping, I asked her what she thought, and I also asked the students what they thought. #veryone was very sweet in their comments. .s. /tuder commended me on how prepared and organi ed I was, and how well I listened and talked with the children. 0eedback for this lesson was briefer than the lesson feedbacks, but still very helpful for me in terms of gaining confidence before the ne't observation.
1eflection: What did you learn about teaching, student learning and assessing from this lesson? How would you use what you learned for future instructional experiences? Based on this lesson, what Wisconsin eaching !tandard represents your area of greatest growth this semester? What standard represents an area of further development for you? Why?

The standard I most strongly represent thus far is the "#nthusiasm for the sub*ect matter% as well as wanting to communicate well with children and understand their diverse learning needs. The one I need the most work on is my time management and structure1 building a stronger lesson plan and gaining more knowledge of the various forms of student assessment. +hat I learned about myself in terms of teaching is how comfortable I am leading a group of children. I think once my nervousness subsides and I can bring out my personality even more, I should be a pretty effective teacher. 2esides this, I think I will be even more effective when I can find my own organi ational strategies. .s. /tuder was very helpful with this, and I3ve already gained some good time management and transitional strategies that I will definitely want to use in my future classroom.