Self Assessment Lesson Self- Assessment for ED 315 Name: Fabiola Rodriguez Lesson topic: Turning Points Date:

March 19, 2013 School/grade level/ number of students: Bruce Guadalupe Middle School/8th grade/ 24 Name of Cooperating Teacher: Sarah Schindler Planning and preparation: Describe how your plan provided opportunities for active engagement. How did you provide for the needs of diverse learners? Did you adjust your plan in any way? Describe how and why if you did. I think I captured the students attention by using a prezi, a youtube video, and images from familiar movies to explain turning points. I knew the students were not familiar with prezi presentations, so I decided to create one to capture their attention. It had movement, and students do not know what to expect, which helped to stay more focus on the lesson. At the beginning of my presentation, I had a clip of 20 seconds from a Disney movie as an example of a turning point, they were very excited. Then, in all of the following examples of turning points, I used pictures from Disney movies where the characters experienced a turning point. I believe that by incorporating an engaging prezi, a video, and pictures of familiar movies I was able to attract all students to learn about turning points. Classroom environment: Evaluate the ways in which your encouraged student participation. How did you elicit student responses? How did you engage them in responding to you and each other? Evaluate your plan for individual, small group and/or whole class work. How effective were these different organizational techniques for keeping students involved in your lesson? During instruction, I just asked a couple of questions about the pictures. I had the students work in pairs. Each pair needed to decide who was going to be the writer and who the presenter. After finishing the worksheet, the presenter had to share their findings in their small group. While the pairs were working on their worksheet, I went around the room asking each pair what was the turning point they were using to fill out the worksheet, I used this information to see what turning points were repeating and to make a summary to report to the whole class as a closure for the activity. In the second activity, one of the students read Jems quote aloud; then they responded to the quote in a note card. During pair work, each student had to participate since each one had to have a role. Also, at least half of the students had to respond to me when I went around asking about the pairs turning point. In conclusion, I think the strategies of having the students work in pairs, then share in small group, and share their answers with me were a good choice to have all students actively participating during my lesson.

Instruction: Evaluate your choices of instructional strategies. Did they have the effect you intended? Were the needs of all learners met? What changes would you make if you repeated this lesson? I believe my instructional strategies had the effect I intended. I wanted students to understand turning points by having examples that they are familiar with. I would not change anything in the turning points activity. I would probably make changes in the second activity. Instead of having the students agreeing or disagreeing with Jems quote, I would have like to have them explain what the quote meant to them. Their interpretation would have told me if they understood what the quote meant: it meant a turning point in Jems life. Assessment: What assessment processes did you plan and how did they work? What did you learn from listening to student responses, examining their work or listening to their interactions? How well did your assessment procedures inform you about student attainment of your lessons objectives? The following are the assessments I used: Worksheet: students fill out the worksheet in pairs. One of the students was the writer, and the other the presenter. This piece of work showed me if they understood what turning points are and if to see if they were able to identify them in To Kill a Mockingbird. Recording Device: my recording device is a sitting chart. Each student is represented by a square with his/her name on it. Every square has space to write the behaviors I expected to observe and other notes about the students participation in the activities. I also wrote what turning point each pair was talking about. One last thing I recorded was the students being on task during writing about Jems quote. Response to Jems quote: this will help them with their analytical paper about themes in the future. One of the themes is growing up. Professional responsibilities: What did you learn from your cooperating teachers feedback on this lesson? How will you apply it to future lessons? The feedback for this lesson was all positive. She only told me that she is going to use my prezi presentation in the future. She also mentioned that my lesson was well thought out. I will continue trying to come up with engaging lessons. Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your planning for future teaching?

This lesson reinforced my belief that students learn better when they are engage. As I mentioned before, I will try to make my lessons engaging and with examples that are relatable to their lives.