Student Name: Jerry Sigala

After reviewing your video: Complete Post-Teaching Reflections for each component of the 5-E Model
Submit via email to rllynch@utep.edu
ENGAGE: Lisa and I decided to merge the Engage and Explore models together to conserve some time. We expected students to reflect on
the images and captions on their foldables in their own words. Due to poor time management, I believe we gave students more time to analyze
some images, and less time to analyze others. I started my timer a couple minutes late so that sort of threw us off. Overall, I believe reflections
based on the images was a pretty neat way of setting up the presentation.

EXPLORE:

EXPLAIN: It was during the Explain model that I think the class dragged a bit. Again, because of poor time management the Explain model
took up most of the class time. Also, the lecture on the 7 components of Propaganda wasnt that effective in engaging the student, but I do
believe it was efficient in providing useful information. If I could, I would go back and this part of the lecture more engaging for the students.
The part of the lecture in which I had students identify the components of propaganda in the images we had used earlier was a bit better
because it allowed students to think and quickly reflect on what they had previously learned. Again, because of poor time management, I took
up too much class time. In a regular class setting with 45-50 minute classes, the lecture wouldve been perfectly in regard to time.

ELABORATE: The activity itself was very fun. I believe I described the assignment very well, except for the part where Lisa and I forgot to
name each group by number. That confused the class and we take full responsibility for it. Because of limited time, students werent able to
calmly draw their posters. I certainly believe that with more time the students would have been able to enjoy the activity more. Also, because
of insufficient time, they were unable to take the gallery walk seriously, but ultimately, I believe it wouldve been a different experience in a
normal timed classroom. I sort of walked the power zone, but I do believe I shouldve been a little more interactive aside from just starring at
their posters.

EVALUATE: Lisa and I thought it would be a great idea to use the foldable as a way to evaluate the students understanding. Students were
expected to fill that portion of the foldable out during the gallery walk, but yet again, because of insufficient time, I highly doubt they were
able to do so.

CLOSURE: Because of lack of time, we had students fill out the Exit ticket (3-2-1) while doing the gallery walk while simultaneously filling
the propaganda checklist. So in reality we didnt get a chance to fully embrace the closure we had in mind. Again, in a regular class with
regular class time (45-50 mins) we wouldve had time to calmly introduce and proceed with the closure.

CRITERIA Good (17 13 Points) Fair (12 7 Points) Poor (6 1 Points)

Knowledge of Content Solid Knowledge and
and Summary understanding of the topic to
be presented is
demonstrated. The
Presentation is clear and
understandable.
Critical Thinking and Effective Questioning
Argumentation focused on encouraging
student critical thinking
based on Blooms Revised
Taxonomy. Students were
challenged.
Organization and The presentation is well
Communication organized, has the 5-E Model
Accuracy & Fundamental 5
components clearly defined.
The purpose of the
presentation is clear from
the beginning.
Good knowledge and
understanding of the topic to
be presented is
demonstrated. The
presentation is clear and
understandable, but some
important points are not
addressed.
Effective Questioning focused
generally encouraging
student critical thinking
based on Blooms Revised
Taxonomy. Students were
somewhat challenged.
The presentation is
organized, has the 5-E Model
& Fundamental 5
components somewhat
defined. The purpose of the
presentation becomes clear
within the presentation.
Weak knowledge and
understanding of the topic
to be presented is
demonstrated. The
presentation is unclear.
Effective Questioning did
not focus on encouraging
student critical thinking
based on Blooms Revised
Taxonomy. Students were
not challenged.
The presentation is not
well organized and the
elements of the 5-E Model
& Fundamental 5
components are not clear
or not present. The
purpose of the
presentation is unclear.
Student Name: Jerry Sigala

Justify each of the ratings above:

Knowledge of Content
and Summary
I firmly believe Lisa and I were very knowledgeable about the topic we discussed in
POINTS: 17
class. We presented useful information which will further help students understand
how to identify forms of propaganda. I provided outside information regarding the
posters used in the presentation which allowed an opportunity to understand the
meaning behind the message in regards to its greater history.

Critical Thinking and

Argumentation (this is
applicable only if Lisa and I presented an opportunity for students to reflect on the images they saw on
presenting the review of
the article). the PowerPoint during the first few minutes of our presentation. Then again a few
minutes later when we had students identify the components of propaganda during
POINTS: 17 the analysis portion of the class. Also, during the activity portion which saw students
use their critical thinking skills to develop a poster using problems in contemporary
society.

Organization and
Communication
Accuracy Poor time management and lack of time really hurt our presentation. As
mentioned before, I started my timer late and therefore we were unable to
POINTS: 12________ keep track of how much time we spent on each model. Also, we forgot to
assign groups numbers which later confused students when having to rate
each others posters according to the group numbers.

Additional Comments: I firmly believe if we had more time to present our presentation, things

wouldve not been chaotic towards to end of it.