Lesson Week Reflection

SECTION 1: Reflection in Action

1. Formative Assessment Results:
English Language Arts: Checklist
Student Correctly matching illustrations to If incorrectly matching
sentences on the SmartBoard illustrations to sentences on the
(Check mark=yes, X=no) SmartBoard, why or how?
Comments below:
1. Onix 
2. Kayden Absent N/A
3. Jo’Chelle 
4. Kamiyah 
5. Cam’Ron 
6. John Absent N/A
7. Leylianaliz Absent N/A
8. Ka’Shawn Absent N/A
9. Dominic 
10. Faith 
11. Honei’ 
12. Kendall Absent N/A
13. Gabrielle 
14. Juaniel 
15. Jansel 
16. Tatiana 
17. Masiya Absent N/A
18. Dereck 
19. Esabella 
20. Gianna 
21. Brianna 
22. Randy Absent N/A
23. Eris 
24. Samiya 
25. Mekkah 

Results:
After viewing the results from each student, I am very pleased. The students who were
present and not absent were able to successfully match illustrations to sentences on the
SmartBoard. The students were able to describe their illustrations in detail in order to match the
illustrations to sentences on the SmartBoard. Additionally, I expected to gather these results. The
students worked hard and had prior exposure to matching sentences with illustrations. Although
 they had never read the book F is for Flag and compared illustrations to match to sentences
using the SmartBoard, I had faith in the students’ ability to work together to problem solve and
communicate to figure out which illustrations best matched the sentence on the board. The
students worked collaboratively with one another to successful complete the lesson. According
to the article Benefits of Collaborative Learning, authors Laal and Ghodsi stated, “Collaborative
learning is an educational approach to teaching and learning that involves groups of learners
working together to solve a problem, complete a task, or create a product.” (486). Collaborative
learning also has social, psychological, and academic benefits. During the lesson the students
worked together and resulted in higher level thinking. I would use these results to conclude the
students have a well understanding of how to determine if an illustration matches a sentence.
However, I would also give another formative assessment to be sure. One way could be before a
lesson, as a review, the students would be given a worksheet with scattered illustrations and
sentences. The students would be assessed on their ability to correct match the illustrations and
sentences by cutting and pasting them together.

Social Studies: Child-Friendly Rubric

Student Put name on the flag. Glue red and white stripes on Put stars in the top left
blue paper from longest to corner of the paper.
shortest.

1. Onix

2. Kayden Absent Absent Absent

3. Jo’Chelle

4. Kamiyah

5. Cam’Ron

6. John Absent Absent Absent

7. Leylianaliz Absent Absent Absent

8. Ka’Shawn Absent Absent Absent

9. Dominic

10. Faith

11. Honei’

12. Kendall Absent Absent Absent

13. Gabrielle

14. Juaniel

15. Jansel

16. Tatiana

17. Masiya Absent Absent Absent

18. Dereck

19. Esabella

20. Gianna

21. Brianna

22. Randy Absent Absent Absent

23. Eris

24. Samiya
25. Mekkah

Results:
After gathering and reviewing the results of the students’ ability to create the American
flag I was not surprised. The students all successfully put their name on the flag, glue stripes
from longest to shorts, and put stars in the top left corner of the flag. However, one student did
not put his name on the flag, but by process of elimination I was able to determine whose flag it
was. AS the students created the flag, I gave instructions for each step. By breaking down the
steps for the students, they were able to successfully create the American flag using the
materials. For the future, I will continue to break down steps and give clear verbal directions
with assistance to students who are struggling. According to the article Step-by-Step Teaching,
Hensley gave insight into her twenty-sevens of experience teaching and the procedures she used.
She explained the important of explaining each step to the students and explicitly modeling the
steps. In the future, I will continue to break down steps, teach the steps explicitly, and
demonstrate how to complete the steps successfully.
Science: Exit Slip
(checkmark= yes, x=no)
Drew one vibration center
1. Onix N/A (Absent)
2. Kayden  (Bouncing Rulers)
3. Jo’Chelle X (drew two centers)
4. Kamiyah  (Dancing Sprinkles)
5. Cam’Rom  (Dancing Sprinkles)
6. John N/A (Absent)
7. Leylianaliz N/A (Absent)
8. Ka’Shawn N/A (Absent)
9. Dominic  (Guitar Cups)
10. Faith  (Dancing Sprinkles)
11. Honei’ N/A (Absent)
12. Kendall N/A (Absent)
13. Gabrielle  (Dancing Sprinkles)
14. Juaniel X (wrote name on paper but did not draw a center)
15. Jansel  (Bouncing Rulers)
16. Tatiana  (Dancing Sprinkles)
17. Masiya  (Guitar Cups)
18. Dereck X (drew all three centers)
19. Esabella  (Dancing Sprinkles)
20. Gianna  (Dancing Sprinkles)
21. Brianna X (drew all three centers)
 22. Randy  (Dancing Sprinkles
23. Eris  (Dancing Sprinkles)
24. Samiya  (Dancing Sprinkles)
25. Mekkah  (Dancing Sprinkles)

Results:
After collecting the students’ exit slips, I was able to create the table and review the
results of the students. Overall, the students were able to select one vibration center and draw the
vibration. Three students did not follow directions and drew two more all three vibration centers.
I am not surprised by the results. The students who successfully completed the task and followed
directions normally perform well when given a similar task. However, I was surprised at the one
student who drew all three centers. The student normally follows directions given and completed
tasks correctly. In addition, another student completed the exit slip by drawing three centers as
well, but he copied the other student. Instead of asking for help he copied another student’s work
which resulted in both the students completing the exit slip wrong. In the next day planning or
future, I would apply this information by making sure to check the students’ understanding of
how a task should be completed. According to the book Guided Instruction in chapter two by
Douglas Fisher and Nancy Frey, asking the students questions and checking for understanding
allows teachers to make decisions based on the students’ responses. For the future, asking
questions to determine where the students stand, and their understanding of a task will allow me
to make decisions on needing to reexplain or move forward.

Math: Exit Slip

(Checkmark if student represented the numeral 12 by drawing circles)
1. Onix Absent
2. Kayden Absent
3. Jo’Chelle 
4. Kamiyah 
5. Cam’Rom 
6. John Absent
7. Leylianaliz 
8. Ka’Shawn Absent
9. Dominic X (drew 11 circles)
10. Faith 
11. Honei’ Absent
12. Kendall Absent
13. Gabrielle 
14. Juaniel 
15. Jansel 
16. Tatiana 
17. Masiya X (drew 17 circles)
 18. Dereck 
19. Esabella Absent
20. Gianna 
21. Brianna 
22. Randy X (drew 11 circles)
23. Eris 
24. Samiya 
25. Mekkah Absent

Results:
After collecting the students’ exit slips and reviewing their responses I was able to create
a table marking if the students represented the numeral twelves correctly by drawing twelve
circles. Out of the seventeen, fourteen students were able to represent the numeral twelve by
drawing twelve circles. The results did not surprise me. The students who had difficulty
representing the numeral have difficultly in recognition of numbers and try to be the first
students to finish their work. In the next planning, I would use the results to work specifically
with the students who scored incorrectly by giving them another opportunity to demonstrate their
knowledge. I would give the students another numeral and tell them to take their time and double
check their work to make sure they are correct before submitting. According to the article Test
Retakes May Help Students Succeed, can be a valuable method. By allowing a student to retake
an assessment, you are giving the student another opportunity to display their knowledge which
could be done in a new setting that may be less distracting and less chaotic. There were two
students who drew eleven circles instead of twelve. If the students would have checked their
work by recounting the circles, they would have realized they incorrectly represented.

2. When reflecting on the feedback you provided for the 2 students and the whole
class, do you feel this effectively provided them with insight into their learning about
the content? Why?
Reflecting back, I believe the feedback I provided was effective and descriptive. For
language arts, I gave feedback that was specific to what the students did and how the students
correctly matched the sentence. Additionally, I asked questions to pull more information out of
my second target student. For science and math, I believe I could have given more descriptive
written feedback to the students. Prior to giving the written feedback, I knew I had eighteen
struggling learners in the classroom and did not want to write too much or too detailed of
information for them. However, reflecting back I could have done so. As I wrote on their exit
slips, they were intrigued and interested in sounding out and stretching the words to determine
what the writing said. After writing on the exit slips for science and math, I do believe I gave
good feedback to the students. I explained the written feedback and elaborated more verbally.
Overall, I believe the oral feedback provided the students with insight into their learning, but I
could have improved my written feedback and allowed the students to have more of an
opportunity to stretch out and sound of the words written on their exit slips.
 3. How did you or will you help students use this feedback? You will want to discuss
the concrete ways you will use to remind them of the feedback and the teaching
strategies you will incorporate to then have them use the feedback.
For English language arts, I would encourage my two-target students to apply and use the
feedback in future learning. Specifically, for the first target student I would encourage the
student to continue looking at the details in illustrations as they read books to see if the sentences
match the illustrations and to give reasoning as to why the illustrations and sentences are a
match. For the second target student, I would encourage the student to look closely at
illustrations to see what is specifically happening. Then, read the sentence or have someone help.
For science, I was only able to give feedback to my second target student. The first target student
was absent from school due to illness. For the second target student, he was encouraged to use
the feedback into future exit slips when he is required to draw how something occurred. The
student drew the vibration center, but he did not draw himself or another student making the
vibration by playing their mouth next to the bowl to hum. Unfortunately, on the third day for the
math lesson, both of the target students were absent from school. Thus, I was unable to give
feedback to the students, nor were they able to use feedback and apply it to the future.

4. Describe what you learned about teaching and learning related to assessment and
feedback?
During lesson week, I learned the importance of appropriate and effective assessments, as
well as the necessary types of feedback students need to receive. Additionally, when giving
feedback it is important to not assume that students will not be able to read something that is
written. Instead, students should be challenged, and the bar should be raised for each student, not
lowered. Through research I was able to learn the acronym for B.A.R. According to Alison
Harris Welcher in the article, Raising the B.A.R. for Students, B.A.R stands for Believe, All-in-
Effort, and Resilience. When creating future assessments and when giving feedback I will raise
the bar and believe in the students’ abilities and well as my own, be all in, and resilient. This was
my first experience giving formative assessments to a whole group. I was able to learn from day
to day what methods work and what methods do not. In terms of feedback, giving verbal
feedback worked best for the students. Additionally, I asked questions to ensure the students had
a clear understanding of the tasks before moving forward. Giving the students demonstrations
and explicit modeling also showed signs of understanding which is something I learned during
lesson week.

5. What would you have done differently during this lesson week? Why? Be specific!
If I could have done things differently, I would have given more detailed written feedback to
the students. I would have raised the bar for the students instead of lowering it for them. By
providing more written feedback, the students would have been challenged to sound out and
stretch out the words on the exit slips. I could have asked, “What do you think I wrote? Stretch
out the words and try your best to read it. I will help you if you need me to.” I believe this would
have been an effective method. When students were completing their exit slips, I would have
told the students to take their time and recount their circles to make sure they represented the
written numeral twelve. By giving the students the reminder to check their work, I believe the
students who created eleven circles would have realized their mistake and fixed their mistake.
Lastly, for science I would have been clearer in my verbal directions. I could have asked the
students questions prior to them completing the exit slip. For example, I could have said, “Do I
want you to draw all of the vibration centers you worked in today? Do I want you to draw two
centers? Do I want you to draw one center?” I could have also held a verbal discussion after the
review of the lesson to explicitly inform the students to create one vibration center. Moreover, I
would have had the students self-reflect on their learning and explain how they believe they did.
Reflecting on what could have been changed can be applied to future lessons.
 SECTION 2: Student Perception Survey:

CARE:
1. My YSU teacher
asks me about 22 0 0
my feelings.

2. My YSU teacher
really cares 22 0 0
about me
3. My YSU teacher
is nice to me 22 0 0
CONTROL:
4. We stay busy
most of the time 22 0 0
5. My YSU teacher
helps each of us 22 0 0
to know what we
should be doing.
6. When my YSU
teacher is 22 0 0
teaching we all
listen and do
what she asks.
CLARIFY
7. My YSU teacher
explains things 22 0 0
in class.
8. My class
understands each 22 0 0
topic in class.
9. My YSU teacher
explains things 22 0 0
til we
understand.
CHALLENGE:
10. In class my YSU
teacher makes 22 0 0
sure we all do
our best.
11. My YSU teacher
makes us all 21 1 0
think.
12. My YSU teacher
makes learning 21 1 0
just right, not too
hard and not too
easy.
CAPTIVATE:
 13. My YSU
teacher makes 22 0 0
class interesting.
14. My YSU
teacher makes 22 0 0
me want to learn
more.
15. What we learn
is related to my 22 0 0
real life.
CONFER:
16. My class is
allowed to talk 22 0 0
about ideas with
my YSU teacher.
17. My YSU teacher
likes it when we 20 2 0
ask questions.
18. My YSU teacher
asks the class 22 0 0
questions to
make sure we
understand.
CONSOLIDATE:
19. My YSU
teacher reviews 21 1 0
what we learned
after each lesson.
20. My YSU teacher
tells us how we 21 1 0
will use our
learning in one
subject to help
us in another
subject.
21. My YSU
teacher lets me 22 0 0
know how I am
doing in my
learning so I can
understand
better.

After reflecting on the results shown I the table above, I learned how my students

perceive myself and my teaching style. The results gave insight into several areas of strength and

areas that are weaker. The areas of strength include care, control, clarify, and captivity.

Additionally, the areas that are weaker include challenge, consolidate, and confer.
 For the unit and future teaching, I will focus on improve my areas of weakness and create

lessons to ensure student learning. One areas of weakness to improve upon was determined for

the questions, “my YSU teacher makes us all think” and “my YSU teacher makes learning just

right, not too hard, not too easy” under the heading challenge. Reflecting on this information and

the students’ perceptions will allow me to create materials and lessons that are neither too

difficult nor too easy. Additionally, if the lessons seem difficult to the students, I can clarify the

task and demonstrate more clearly how it is completed. Moreover, if the lessons appear to be

easy, I need to adjust the learning to be challenging, yet not too challenging. Furthermore, I want

all student to think and process the information given to them. In the future I will be sure to ask

questions that cause the students to think and relate the topics to their lives.

Another area to improve is under the heading consolidate. Specifically reviewing what

was learned and information students how they can use their learning from one subject to the

next. For future planning and instruction for unit and student teaching, I will be sure to state

specifically how students can use their learning in one content and apply it to others. I can do this

for unit by providing examples and explicitly stating the methods. Additionally, I will ask

questions to ensure all students are understanding how they can use the ideas taught in the lesson

and apply it to other contents by asking them to tell me how they could do so. At the end of

every lesson, I review with the students. However, in future lessons, I will inform the students of

the review with them to give them a better understanding on what was learned.

A third area of weakness to improve is under the heading confer. On the student

perception survey, the question I need to focus and improve on is “my YSU teacher likes when

we ask questions.” During unit, I will explain to the students that questions are welcome in the

classroom. However, if the students have a question, they will be informed to raise their hand
and to not shout out during a lesson. I will inform the students that asking questions is a good

thing and by asking questions their brains will grow and learn more. I never want my students to

feel as if they need to sit quietly and struggling if they are unsure about something. For student

teaching, I will also inform my students they can ask questions as long as they raise their hand

when doing so.

Overall, the table allowed me to reflect on my teaching style and see how my students

feel about my teaching style. I was able to see the areas of weakness and develop ways to turn

the weaknesses into strengths. For unit and student teaching I have developed goals for myself.

One goal is to create lessons that include materials that are engaging but also are just right for the

students and are not too difficult or too easy. When I am in student teaching, knowing my

students and how they learn best will be the first thing I do. That way, I can develop lessons that

are just right. Another goal is to review at the end of each lesson and use the words “In the

future” or “You will use this in” to allow students to make connections to other methods of using

the information taught. Using phrases and explaining what was taught will help me reach the

second goal. Finally, a third goal is to encourage students to ask questions throughout the lesson

and to ask the students questions to allow them to make connections and apply the information. I

am excited to apply my reflections to unit and my experience during student teaching.

 Resources

Barnes, P. (2007). Test Retakes May Help Students Succeed. Retrieved from

http://teaching.monster.com/training/articles/956-test-retakes-may-help-students-succeed

Fisher, D., & Frey, N. (n.d.). Chapter 2. Questioning to Check for Understanding. Retrieved from

http://www.ascd.org/publications/books/111017/chapters/Questioning-to-Check-for-

Understanding.aspx

Harris Welcher, A. (2018, August 28). Raising the B.A.R. for Students. Retrieved from

https://education-first.com/raising-the-b-a-r-for-students/

Hensley, P. (n.d.). Step-by-Step Teaching. Retrieved from

http://teaching.monster.com/benefits/articles/9549-step-by-step-teaching

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and

behavioral sciences, 31, 486-490.