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Feap- 2f
Feap- 2f
Feap- 2a
5:05 Struggle- Not having a teacher I feel it would have been wiser
copy and using a student’s copy for me to have a teacher’s copy
instead. projected to make this part of
the explanation quicker.
Feap- 2e
11:24 Struggle- Having Julia and Daniel Knowing your students and
paired together. Recently we have setting them up for success
noticed that Julia is unable to work through group placement
effectively when around Daniel as needed to be improved here
she just wants to tease him and Feap- 2h
play around.
12:00 Celebration- Very smooth and This was a celebration for our
quiet transition outside! management of behavior
figuring that they were super
excited.
Feap- 2b
Feap- 2e
Feap- 2g
Feap- 2f
The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had.
The Analysis:
1. Which students achieved the learning objective? Which students did not achieve the
learning objective? How do you know? Which of the following helped or hindered your
students’ learning – teaching methods, activities, instructional materials, planned
differentiation strategies?
a. Based on the data collected, I had realized that moving forward a small group
needed additional support on the concepts of push, pull, and gravity. Overall
from the exit tickets, there was almost a complete mastery of the objective
based on student response. This means that as a class average it was
unnecessary for us to continue into the next week covering this specific topic,
but we were able to move on to the next curriculum topic. Tickets were
differentiated to meet students need. This helped in students being able to
follow along through all of the processes of the science investigation.
CLAIM- Differentiating certain parts of the process allows for maximum potential
participation and understanding of the objective.
2. Based on what happened in this lesson, what are the next steps? What do you plan to teach
next to this class based on the data you collected? Be sure to explain how you will use
information from this evaluation in future lesson planning.
a. Given that a select few students needed additional support in mastering the
objective, it furthered my teaching to be able to use this as a background
knowledge lesson for furthering science concepts, such as direction and
movement. For my small group, I would provide them with additional
materials/ mini lessons to assist in the strengthening of their understanding
of push, pull, and gravity.
CLAIM- Small group instruction is important to meet with the students who need
additional support with a concept being taught. Sometimes as a class collective it is
unnecessary to focus on a topic mastered by a majority, this is why small groups would be
an appropriate outlet of time to benefit the specific students as well as other students.
2. Consider the extent to which you provided opportunities for your students to do
science. What process skills/practices were embedded and discussed in the lesson?
Analyze the explain phase. To what extent were the students sharing discoveries
from their exploration?
a. Students were able to make predictions, participate in an experiment, and fill
out a conclusion. Students prior knowledge of what a push and pull force
was, was incorporated into the discussion of why the plane might and will go
into flight.
4. Consider how science was represented in the class. What explicit connections were
made to the nature of science?
a. Students kept an accurate record of the distance that their planes had
traveled. They made predictions and followed through with a conclusion.