Академический Документы
Профессиональный Документы
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_____Emerging
__X___Proficient
Planning (conceptualization/diagnosis/coordination)
_____Distinctive
Comments
Reflection Questions:
Using your knowledge of students background knowledge, learning
styles, skills, and abilities justify the educational decision making you
engaged in for this lesson.
I used a couple of theories as a guide when planning this lesson. The first
theory I used was Blooms Taxonomy in that students would engage in
multiple levels of understanding. First, they identified a job they have at
home, then listed the details of that job using a graphic organizer, then
constructed an essay putting everything together, and last the students
evaluated their writing with a self-assessment.
I also used Vygotskys Sociolinguistic theory as a guide for this lesson. Many
of the students stated they learn better when they get to talk with a partner. I
provided the students an opportunity to talk and interact with each other during
this writing activity. I also provided a scaffold for students by modeling the
writing activity first, and then releasing the responsibility on them to complete
the task.
The last theory I used when planning this lesson was Howard Gardners
Multiple Intelligences. This writing activity met a variety learners. The
students reflected on their job/responsibility and wrote independently which
benefited the intrapersonal learners. Being able to talk and interact with others
during this activity benefited the intrapersonal learners. Writing, in detail,
about their job/responsibility benefited the students who are linguistically
smart. I explained the goals of the lessons and instructions for the auditory
learners. I also provided a sample essay, rubric, and modeled the writing
activity for the visual learners.
I built on the students abilities to comprehend by having them complete the
main idea wheel after seeing me model it. They also completed a selfassessment on their writing when they were finished.
My strategy of using a graphic organizer, the main idea wheel, supported
student learning and met their needs because they were able to focus on one
topic and provide six details on that one topic. The students then transferred
their ideas and details from the graphic organizer to a written essay. Filling up
the main idea wheel forced the students to provide at least six details on their
topic.
The assessment I used for this lesson was a rubric I created on Rubistar. I
designed the rubric to monitor the students progress towards the specific
learning objectives of this lesson. The rubric consisted of four categories:
focus on topic, support for topic, organization, and conventions. I used this
rubric to assess their written essays. The students also used the same rubric
when completing the self-assessment. I analyzed evidence of student learning
by looking at their completed graphic organizers and reading their written
essays. All of the students did well with this activity. They all had one topic
they focused on and provided at least six details for their topic.
Final remarks:
Overall, I feel the lesson went well. The strategy of the graphic organizer helped the students provide more detail than they usually do. They
all had one topic of focus, and they were forced to provide at least six details for their topic. All the students did well with this writing activity.
I also had the students complete a self-assessment form which they have never done before. I feel they did a great job for their first time. I
walked them through the self-assessment by going through each category of the rubric, and then they had to tell me one thing they did well
with writing and one thing they would like to get better at with writing. One thing I would change if I had more time would be to have the
students write a multi-paragraph essay with an introduction, body, and conclusion. Since I did not have the time for that, I would choose to do
this in my next steps for instruction.
Scoring Rubric
Level One
The reflection is vague
and lacks details; there is
little or no elaboration.
Level Two
Level Three
The reflection is
moderately detailed and
elaborated. Contains
examples to explain the
candidates thinking about
the lesson and justify the
educational decisions
made for this lesson.
Reflection demonstrates
suggests revisions that
need to be made to
improve this or other
lessons.
Level Four
Level Five
The reflection is very
detailed and well
elaborated. Clearly,
contains examples
sufficient to explain the
candidates thinking about
the lesson and justify the
educational decisions
made for this lesson.
Reflection demonstrates
revisions that need to be
made to improve this or
other lessons.