ED 338 LESSON #4 SELF-ASSESSMENT The teacher is a reflective practitioner who continually evaluates the effect of his or her choices

and action on pupils, parents, professionals in the learning community and others, and who actively seeks out opportunities to grow professionally. An important component of effective teaching is the ability to accurately self-assess after each lesson. In ED 338 you will be self-assessing using the framework of the five Alverno Education Abilities and the Wisconsin Standards for Teacher Development and Licensure. After teaching each lesson, review the questions in each category before writing a summary response for the category.
Planning and Preparation (AEA Coordination, Conceptualization/WI Teacher Standards 1, 7, 8/Disposition: Respect)

How did advance preparation (or lack of it) contribute to the success of the lesson? How comfortable were you with the work you put in ahead of time, including the extent of your own knowledge base and understanding the prior knowledge that the students possessed? o I felt extremely prepared going into this lesson. I was aware that the students had not worked on clocks at all yet and it was a new concept. Because of this I wanted to make sure students could look at a clock, observe it, and ask their own questions. I was prepared with materials and questions. How well did you have materials ready and accessible for your use and for the childrens use? o All of the materials were ready to go. I had placed what the students would need on their desks and what I would need next to me. I was able to give 4 groups a clock and they were able to observe the different parts of the clock. Than we were able to come together as a class and discuss what we noticed. I also modeled and example and this gave the students a chance to see what they needed to do when they worked independently. How did your classroom profile knowledge contribute to your lesson design? o I wanted to let the students work in groups so they were able to talk to one another. There are some ELL students in the classroom and through modeling I hope I was able to help them understand what we were doing.
Classroom Environment (AEA Communication, Integrative Interaction/WI Teacher Standards 5,
6/Dispositions: Respect, Responsibility, Collaboration)

How could you tell the students respected you and were happy to work with you and each other? o Students get very excited when my CT tells them I will be teaching a lesson. They have told me they really enjoy our movement activities and counting together. When I ask

them to turn to a partner to share their thoughts and ideas they are excited because they do not usually get to talk to one another while they are on in the carpet area. I had some trouble getting them to listen to me, but I used the phrase Can you sit down instead of asking them to simply sit down. I also need to work on waiting for everyones attention before speaking so they understand that it is not okay to talk while I am talking. How did you show your enthusiasm and try to build rapport with the students? o I am very enthusiastic in my personality. I was excited to work on a movement activity with the students and for all of us to work together and learn. The students by now understand that I want them to work hard and if they are unsure of something to ask.
Instruction (AEA Conceptualization, Coordination, Diagnosis, Communication, Integrative Interaction/ WI Teacher Standards 2,3,4,8/ Dispositions: Respect, Communication)

How well did you help the students get ready to learn? o I always start my Math lessons with the opening activity of counting together. We used different movement to count. For example we counted to 50 by stomping our feet and counted by 2s with our whisper voices. How clear were you in setting expectations for learning? o During this lesson I felt I was clear about my expectations for the class and what we needed to do. I explained what we would be doing and then before I set them free to work independently I gave modeled and gave instructions of what needed to be done. I than had a student repeat what we would be doing during work time. How accurate were the assumptions you had before the lesson? o I knew students would have trouble lining the numbers on the clock. I tried to explain by telling them that the 12 and 6 were opposite from each other, but many students had difficulty when they were working independently. Once I noticed this I stopped at every table and gave them a clock to reference and also explained how the numbers are spaced. How well did the materials you used meet the needs of the children? o Having the clocks around helped the students a ton. They were able to reference while at work time and observe what all was on the clock. I am hoping that now when they look at a clock they think about the terms that we discussed in class and ask more questions which will lead to learning how to tell time. How well did you apply specific instructional strategies to meet the needs of diverse learners? o Modeling was very important for this lesson. I wanted the students to understand what I wanted from them as they worked independently. Making a clock took many steps, so I wanted to make sure the students saw how to put one together. I did not want to tell them everything to do because I wanted them to create their own clocks,

so I left items white so they could express their own thoughts and ideas. This lead to the students writing names such as hour hand and minute hand. How well did your questions encourage higher level thinking by the students? o These questions allowed the students to understand that we use clocks and time for everything. By making a list of what we use clocks for, the students were able to see the importance of knowing how to tell time. Where have you seen a clock? What do people use clocks for? What is the big hand tell? (minutes) What does the small hand tell? (hour) Was the lesson carried out as planned? What changes were made and why? o The lesson was carried out as planned. The only thing that really changed was that I placed the clocks around the tables for the students to use. After realizing they were having trouble placing the numbers around the circle I decided it would be best to put a clock on each table so the students could see how to place the numbers. For other students I placed the 12 and the 6 for them and asked them to fill in the rest of the numbers.
Assessment (AEA Diagnosis/Integrative Interaction/WI Teacher Standards 1,2,3,7,8,9/Disposition: Collaboration)

What questions did you ask that facilitated the development of content understanding and critical thinking? Where have you seen a clock? What do people use clocks for? What is the big hand tell? (minutes) What does the small hand tell? (hour) What indicated that the lesson was developmentally appropriate for children in the group? o The students were able to list things clocks are used for from day to day. Once we started using the phrases just before and just after they were using the terms whenever they looked the clock. Once we were finished with our clocks they were also eager to move their times and ask students to tell them what time it was. The fact that they were able to observe a clock and then recreate their own made this lesson DAP. Which children achieved which objectives? How do you know? o Looking through the clocks and asking each student questions I was able to take notes on which students understood and achieved the objectives. More work needs to be done and what the hour hand is and what the minute hand is and what the difference is. Students understood the terms correctly. What might be included to strengthen the childrens learning?

o Possibly introducing just the hour hand the first time so students could work on those terms without having to worry about the other hand and then later on introducing the minute hand. I believe having them both at the same time lead to some confusion.

Professional Responsibilities (AEA Diagnosis, Integrative Interaction/ WI Teacher Standards 9,10/ Disposition: Responsibility, Reflection, Collaboration)

How would you describe your relationship with your cooperating teacher, other adults in the building and parents or caregivers? o My relationship with my CT is getting stronger. I try to ask her questions as to which students need more help but are not getting much of a reply back from her. When I am in the classroom I try to keep an open eye to all the students so when it comes to teaching me I know what each student needs and can do. What have you learned about collaborating with others and considering their perspectives? o My Alverno instructor has given me great tips to use in the classroom. Being able to talk and ask questions and get feedback from someone who has much more experience is very rewarding. I am able to come into the lesson with a better understanding of what I need to do in order to help the students learn. How well have you projected yourself as a professional, in dress, demeanor, and actions? o I believe I am very professional. I wanted to wear a skirt the other day but I was not sure if it was long enough since it was above my knee! Other than that I would say the same as last Self-Assessment! Which Alverno Education Abilities will you focus on in the future to further your growth in the Wisconsin Standards for Teacher Development and Licensure, and why? o Alverno Education Ability of Communication: I would like to work on using verbal and nonverbal communication in the classroom to establish my expectations. I know what I want from the students, but I need to make sure that I can explain to them what I want. Classroom Management will be the most difficult task for me and much of that comes from how you communicate to your students. I want to work on using my voice effectively and in force what I say that way they understand that I am serious. I will also continue to use communication to model for the students.