Reflections on each lesson plan:

Day 1:
My instructional mode for this lesson is presentation and I used KWL charts and
videos to deliver my lesson. I think that the KWL chart was both helpful for me and my
students. I had the advantage of finding out what they already knew before and I had their full
attention since they were required to write down the new things they learned and questions
they wanted to ask at the end of the lesson. However, I could have asked them if they
understood my instructions about the KWL chart since some of them were confused on what
to do.
For showing videos, I found that students got to learn because of what they wrote on
the L section. However, I should have been clear about the significance of the videos since
some people were confused on what was expected of them. Using the Presentation
Instructional Mode was helpful for delivering my first lesson as an introduction to the
Byzantine Empire. It helped me made sure that my lesson appealed to auditory and visual
learners. Unfortunately, since my PowerPoint combined with the videos took too much of our
class time, I could not announce the upcoming assessments and I cancelled one of the
assessments. Next time, I will only show the important parts of the videos so that it saves
time.

Day 2:
For this lesson, I used the differentiated instructional mode. I first used the KWL
charts that my students filled from yesterdays class so that I could review what we learned
and so that I could answer some of their questions. I showed them videos for intrinsic
motivation. I also gave them handouts of a text that explained how Constantinople would
look like in the perspective of a tourist and I let students volunteer to read one paragraph.
While they read, I showed pictures that appealed to visual learners. For auditory learners,
they could learn better from listening to their friends read the text out loud. I think it went
well because they showed interest throughout the lesson and understanding through the
activity.
I designed the activity in a way where the students can choose their mode of
answering so that it could be far for various learners. I asked what they learned and let them
choose between writing down a sentence or two about what they learned, verbally saying it in
class, and drawing about it on a piece of paper. I think that using the instructional mode went
well but I did not manage my time well. I did not have the chance to explain what my
upcoming assessment for them will be.

Day 3:
For this lesson, I used the discussion instructional mode. I first presented through
PowerPoint the questions I wanted my students to think through while I delivered the lesson
so we could discuss about their answers later. I let them write down the questions on their
notebooks so that they could look back anytime throughout the lesson. Doing these helped
me and my students because after my lesson, they were readier to answer and discuss with
their group tables. After discussing, I showed them one of the questions from the KWL chart
yesterday and let my students discuss with each other as a brief review of what we just
learned. My time management improved since I ended class earlier than usual. I also had the
chance to tell them what I expected from them for the upcoming assessment.

Day 4:
 I used the individual instructional mode for this lesson. Instead of using PowerPoint to
deliver my lesson, I instead let the students do individual work. The advantage on my part
was that I did not have to prepare too much. The advantage on my students part was that they
had the freedom of learning at their own pace, even though they had a time limit. I gave them
handouts that contained information which I wanted them to read through by themselves to
be able to answer the questions I gave them. I played music while they were working and it
helped them focus and keep quiet. After working for 15 minutes by themselves, I let them
share answers with a partner and I let one person discuss in class. I think I could have let
them think more critically if I asked further questions through their answers, or maybe even
connect their answers with someone elses so they would wonder why their answers were
different. I gave them the rest of class time to research and discuss with their groups as
preparation for the final assessment: group poster presentation. Giving this opportunity
released their stress since I could see them laugh more and just enjoy their time. I also had the
chance to get to know them a little bit better which I think was one of the best moments I had
in the practicum.

Day 5:
I used cooperative learning as my instructional mode for this lesson. I reviewed by
asking what they remembered from the other days lesson. I got a few answers but the answer
I wanted from them was not brought up, but I thought it was alright since at least I found that
they still remembered a few facts. I presented a PowerPoint that contained information but I
told them that they did not need to write them on their notebooks and this relieved the
students. I think I did well at asking deeper questions in this class because I asked them to
evaluate some of the Roman laws. However, I could have connected some of their answers
with their peers instead just receive their answers. I showed them a Bible verse as an attempt
to connect the lesson to a biblical worldview but I was not that successful because I wanted
them to evaluate whether some of the laws reflected love. They all looked exhausted and I
found out that they just had their exams and so we looked at one law instead and I asked
whether it reflected love and I asked why. Even if I was not explicit at applying the biblical
worldview, I think that it was okay since there were students that were not Christians and I
think they might feel offended or brain-washed if I did.

Day 6:
For my last day of teaching, I used cooperative learning as my instructional mode. I
think it went well since I could see that every group had their group-mates contribute for the
presentation. They researched further for their topics besides mentioning what they all
learned from our previous lessons. I could see that they really learned. Since it was the day
where I let 5 groups present, I gave 20 mins of the 50 min class time to prepare. This let them
readier and more confident in speaking in front of everyone. I also had the chance to get to
know the students more.

Day 7:
I substituted for a Bahasa teacher for this lesson. I just followed the instructions that the
teacher left for me. There was a student who had a learning disability so I let him sit far away
from the other students and used his laptop to work on other subjects. I think it let him feel
calm which was great. For the students that were done with their work, I gave them the
freedom to talk to each other but I reminded them from time to time not to disturb those that
were still working.

Day 8:
 For this lesson, I substituted for a food technology teacher. I gave instructions for the
class from the teacher. I walked around to see if everyone was doing their tasks. I helped one
of the students choose his best pancake design with a little bit of humor while helping him
feel confident in his drawings.

Day 9:
I substituted for an art teacher for this class. I reminded the students that their teacher
left some instructions for them. I checked from time to time whether they were doing their
work. There were students who were loud and there were a few who were concentrating on
their work. I should have told them to keep their voices down since they might be disturbing
some people. Since they had a free period after the class, I let them stay in the art room after
the bell rang.