Part VIII Reflection and Evaluation

Daily Reflection for Day 1

**Student Names have been omitted for privacy assigned class numbers are used in place**
Academic Reflection:
1. What did you do?
Yesterday after the pre-assessment we reviewed basic cell division
and the structure of DNA. The students seemed to remember that part
really well so that plans that I had in place for discussing DNA structure
and replication were already done, so that was really nice. Also, the opener
today did a refresh of the bases and how they copy.
After reviewing the DNA bases, I completely forgot to play the
game of telephone that I had planned and rather just talked to the students
about how DNA and ribosomes dont speak the same language, so they
need a translator (RNA). I passed out their vocabulary packets and then
had the students open their notebooks to begin notes. We took notes on
DNA structure (which I went over very quickly because we had just
reviewed it from their previous unit). We did notes on RNA structure and
practiced the translation as a group. I realized that I do not have enough
whiteboards for the whole class so I gave them sheet protectors over white
paper to use instead. I then passed out their codon sheets and we went over
how to read it. We practiced translating RNA code into proteins using the
codon sheet as a group.
I then passed out their Snorks Packets. I had already divided up
the packets to put students into groups. I had one at least one accelerated
learner in each group that I knew could help out the other members of the
group. We went through the Teacher Snork example together to be sure
the class understood what they needed to do, then I released them to let
them work. The students worked for the remainder of class on translating
the DNA of their snorks into RNA and then coding the RNA for specific
traits.
Near the end of class they were almost finished, so assigned
finishing as homework along with a DNA-RNA-Protein practice
worksheet.

2. What worked?
The students already had a strong knowledge of DNA from the
previous unit. This was very helpful as it made the adjustment for coding
RNA much easier. It also worked really well to have the groups divided
ahead of time. In the past I have randomly passed out papers or counted
off to put students in groups. With the complexity of this assignment, Im
glad I grouped them off first because it allowed for me to mix the ability
levels of the groups so that they could work more efficiently and help one
another out. This also helped with classroom management as I could
preemptively keep certain students separated to keep them on task.
Having the whiteboards helped me to actually see what students
were able to understand the translation and coding and what students were
 not. It was held up to me and I could assess to know what students to go to
and help as we started on the activity to clarify with them.

3. What did not work?

I forgot to play the telephone game; I just completely skipped over
it. In future lessons, I think either highlighting activities or times, or even
having a post it in front of me with activity reminders would be beneficial
and help me to be more prepared. Luckily, I understand this content
extremely well and I think I was still able to explain it in a way that was
engaging and easy to understand.
I also feel like this lesson was VERY rushed, perhaps it was a good
thing that I forgot something that would have taken additional time. I also
didnt account for the time to review over the opener. I allowed students 5
minutes to complete the questions, but did not account for the time it
would take to discuss them. Luckily, the students seemed to grasp the
concepts that we were discussing so it being rushed didnt hurt the lesson
TOO badly. I may need to give more time for note taking as they write
much slower than I had accounted for and also had a lot of additional
questions (which I realized may happen in the pre-assessment).

4. What students struggled and for what reasons?

Most students grasped the concept of RNA being the translator
between DNA and Proteins really easily. As I was explaining this, I
connected with the CIA that many of the students speak different
languages at home. They are very used to being the translator for their
parents.
As we were doing the whiteboard translations as a class, there were
very few students that did not get the translations correct. Most would
miss one thing here or there (like still putting a T instead of a U,
which is the only difference between DNA and RNA, it gets confusing).
However, when we switched to doing the group work there was one
student in particular who was lost on how to complete the code using the
codon worksheet, but would not work with his group to try to understand
it. He is a smart student who very often will have the right answer but
always second guesses himself and changes it at the last minute; he is
often quick to give up. There was recently a class wide conflict on
Instagram where he said some rude things to his classmates and the class
as a whole was upset with him. Being put into a group with anyone in this
class right now is a struggle for him. I tried putting him in a group with
some of the kinder, more forgiving, students in the class but they still did
not want to work with him, nor him with them. I need to work to find the
right grouping arrangement that he will be comfortable in, but will focus
on his work as well. For right now I think that when I have him work with
other students, I will need to check in on his group often to monitor
collaboration.
5. Considering the six following criteria (preparation, content knowledge,
transitions, instructional strategies, classroom management, and assessment)
where will you go next?
In preparation for tomorrow, I am adding in a mutation to the snork
activity that they did today. The topic for tomorrow is on mutations but I
think tying it back to todays activity will help with flow and also allow
for the students to clearly see the connection between DNA and physical
traits of an organism. The content for this unit is one of my strongest and I
feel very comfortable with the information. It is often one that comes so
easy to me though that I really need to focus on making sure I explain it
fully and dont miss the easy connections that I make that the students
may not.
I need to give myself more time within my lesson for tomorrow. I
did not account for time to review the opener. I scheduled 5 minutes for it,
but I really should do 10. I need 5 for them to complete it and then 5 to
review the questions with them. Also, tomorrow is a shortened class
period because there will be Mass in the morning so I will only have 40
minutes with them. I had originally planned to fully discuss mutations, but
will probably have to have that carry over to Friday as well due to time.
Having the students already grouped off worked really well for
transitions because I assigned each group a specific snork species and
then had a certain location in the room for each species to meet. I need to
continue pre-assigning groups and locations for this purpose. The
groupings helped with classroom management because they were
separated from their close friends, but with students that could collaborate
well together.
Daily Classroom Management Reflection:
INCIDENT # WHEN? WHO? WHAT IS CONSEQUENC
THE E
BEHAVIOR?
1 During opener #14 Drawing on Paper was
scratch paper removed and she
instead of was redirected
working on back to working
questions. on the opener. She
was given the
paper back after
class.
2 DNA-RNA #10 and #12 Talking and Warning, I went
group having side and stood next to
translation conversation them for the next
while class was few translations
working and did those ones
together. verbally.
3 Snork Activity #1, #7, #11 The girls were I sat with the
working group and had the
together and girls explain to
Edwin was not Edwin how to do
working the translation. I
because he did made them work
not understand. with him and help
him catch up
before moving on,
but coached him to
ask questions as
needed.