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10/11/2017
In this category, I scored this lesson as meeting standards. I provided appropriate, clear,
and measurable state and national standards for this lesson. Throughout this lesson, students
were able to meet the standards and objectives required, but would need further practice in the
future.
The lesson was designed in such a way to present small amounts of information to
students, have them practice, then provide more information, practice, and end with a final
review of the material covered during class. In this way students were able to build upon their
skills in small steps. This also increased student interest and engagement in the lesson by
Prior to this lesson, students researched various career options, chose a career, and had to
develop a resume, cover letter, and application for the job. Students also had to work in their
simulation programs to learn about promotions and horizontal and vertical job changes.
Throughout the lesson, I frequently asked students to consider the salary of their selected career
and how that would impact their own personal budgets. The activities used during the lesson
appropriately aligned to standards and objectives. This lesson also acted as a starting point for
students to learn about specific calculations for items within a budget such as a house/car
payment.
This lesson was designed to motivate, engage, and help students realize the importance of
having a budget in their own lives. It was developmentally appropriate for the students in this
class and applied different learning approaches. Students learned through presentation, lecture,
practice, and working in pairs. However, this lesson was not necessarily tailored for every
students learning style and could have used improvement in that area.
Diagnostic assessment was used at the start of class with a sponge that encouraged
students thought on budgeting and money management. This sponge aligned with the national
standard III managing finances and budgeting and demonstrated to students the importance of
learning and applying these skills to their own lives. Initially, students seemed confused by the
question, but with the explanation of the quote, students understood the purpose of the sponge.
Formative assessment was used throughout the lecture portion of lesson in form of question and
answer, discussion, and practice activities. Summative assessment was used at the close of the
lesson to assess student understanding of material presented during the lesson. This was
In managing this classroom, one of my greatest concerns was time. This group of
students is very self-motivated and hardworking and I thought each activity would be completed
too fast. However, as students contributed to discussions and took a genuine interest in the
material, time was not a problem. One assignment had to be removed due to the lack of time
During this lesson, technology was primarily used by the teacher to present students with
computations. This technology usage was appropriate for the students as well as the lesson and
aligned with WV Next Generation Standards and ISTE standards. A poor use of technology in
this lesson was presenting information to students in a PowerPoint, without the use of a clicker.
Having a clicker would have allowed me to instruct students while walking around the
classroom. I believe this change would have encouraged uninterested students to become more
involved.
The use of sponge for diagnostic purposes did not create the discussion I intended. There
was very little response to the question as well as the quote. In the future, I would probably use a
Formative assessment was used throughout the lecture. Students had to categorize fixed
and variable expenses and calculate gross and net pay for practice and application. Student
responses in these instances indicated whether further elaboration was needed on certain topics.
When categorizing fixed and variable expenses, most students responded with accuracy, but a
few misunderstood and over analyzed the activity. For example, most students correctly
identified a cell phone bill as fixed, but a few students considered instances where they had
exceeded their data limit and had a greater than normal cell phone bill and labeled the item as a
variable expense. For this reason, I went into greater detail, and explained that labeling an
expense is not an exact science, and should be approached with some subjectivity in mind. We
also discussed where utility bills should be placed, since the price changes based on usage, but it
is a recurring expense. When presenting information on calculating gross and net pay some
students would frequently respond to questions and others would never respond or give any
indication of understanding. Rather than showing and demonstrating example problems on the
board, I should have had a partner or group activity for students to practice calculations together.
Initially the summative assessment I planned on using included four multiple choice
questions, one labeling problem, and one computational problem. After receiving feedback and
further evaluation, I realized the multiple choice questions did not accurately assess students
knowledge and did not have a useful purpose. I revised the assessment to include two
computation problems and one problem multi-step problem where students filled in a budget and
performed multiple calculations. Of the 23 students, only four students incorrectly calculated the
gross and net pay and tax deductions in the first problem. One student did not complete the
problem, and the other three made multiplication or subtraction errors. Since these problems are
dealing with money, I incorrectly assumed students would naturally round answers to the nearest
penny. This created slight variations in what I considered correct or incorrect, because I did not
state that in the directions. On the second problem, which included placing items in a budget and
determining if there was a deficit or surplus, only nine students completed each part correctly.
Of the 14 students that did not correctly answer each part, five students accurately calculated
total income and expenses, but did not determine if there was a surplus or deficit or made
subtraction errors in their answers. Seven students correctly calculated either total income or
total expenses correctly, but miscalculated on the other portion which affected whether they had
a surplus or deficit. The remaining two students copied the figures incorrectly onto their budget
or miscalculated each section. From this data it is very clear that the majority of the class
understood calculating gross and net pay and tax deductions. It is also very clear that the
majority of the class lacked understanding in calculating the different sections of a budget and
identifying what those sections are. These results accurately reflect the amount of time I spent
on each concept. I thought calculating net and gross pay would be more difficult for student to
understand so I spent more time and provided a greater amount of examples in that area. I would
reteach the budget part of this lesson based on the data from this assessment.
Each section had a score assigned with explanation and reason behind scoring. Each section also
included areas that could be improved or changed to provide students with more effective
teaching.
This lesson plan was submitted on time, contained the necessary components, and followed the
lesson plan format. There were a few errors in spelling or grammar on the first draft of the lesson
plan.