Breanna Cook TWS 8: Reflection, Self-Evaluation, & Professional Development Lesson 1: My first lesson that I taught this semester

was a math lesson, which I taught on February 27. This math lesson was on demonstrating decimals as fractions using models, such as number lines and tenths/hundredths grids. I started the lesson with a real world problem. This math word problem asked students to decide if I had enough string, using the decimal measurements I provided, to tie on a present for one of my friends birthday presents. The students became really excited about this math word problem. I asked the students to first think to themselves and then turn to their partner to solve the math word problem, so the students then quickly began figuring out the answer. As I walked around during this student exploration section, I noticed that some students drew pictures and others wrote out the numbers and used standard algorithms to solve the math word problem. After students had a chance to think, pair, share, I pulled the group back together and asked them to tell me the key words from the math word problem that told them which math operation to use. Then, I asked students what strategies they used to solve this math word problem. Next, I wrote four tenths on the Smartboard and asked students how they would use the written form of four tenths to determine the numerator and denominator of the fraction that represents 0.4. After that discussion, I drew a number line with numbers between 0 and 1 and asked students to tell me where I would plot 0.4 on the number line, which was a review from the lesson taught the previous day. Students then completed a number grid sheet to model different decimals/fractions. First, I modeled a few examples and then I had students either pair with a partner or work on their own while I walked around to observe and talk with students or partner pairs. Students then went back to their seats and completed a workbook page while I pulled a small group of high-level students to further work on decimals/fractions. For example, I worked with these students on the decimal/fraction relationship using coins. Each student was given a mini white board, I put different coins in front of the group and they were asked to add the value of the coins and then turn that value into both a decimal and then a fraction. The first few rounds were tricky for the students because they could not remember to think about whether the value would have a denominator or 10 or 100. So, I clearly and concisely explained to these students how to recognize which denominator to use. During the lesson, I believe I explained the content so that all students understood. However, I know I should have used more precise vocabulary or math terms to help students build knowledge of the necessary terms. I also did not provide for enough student ownership throughout the lesson; I was too quick to praise the students and move on without having students fully explain their reasoning. I also did not walk around and talk with all of the groups during their partner talk time. I tried to call on different students during the lesson so that it was not always the same select few, and for the most part this was successful because most of the students were willing to add to class discussions. Being my first lesson, I felt good after teaching this lesson. I talked clearly and slowly and asked good questions throughout the lesson. I was confident that 80 percent of my students grasped the concepts of the relationship between decimals and fractions. After this lesson, I took the feedback I was provided to better myself for future lesson

Breanna Cook throughout this semester. I learned that I needed to practice with the Smartboard more and write in a way that my back would not be to the students and that I need to come up with a classroom management strategy that works best for my students and share with them my expectations before the lesson. Overall, this was a wonderful and exciting learning experience that allowed me to better myself for future lessons. Lesson 2: The second lesson I taught was a science lesson and I taught that lesson on March 24. This science lesson was on an organisms patterns of behavior and how those behaviors affect the organisms environment. This semester, I was in a situation where there were two elementary teachers, one who taught math and writing (which was my clinical teacher) and the other who taught science, social studies, and reading and had a different clinical student. This meant that I was not able to see much of science, social studies or reading. Thus, I was given this science standard on Friday and had only seen part of one science lesson. It was challenging to create a lesson in a short time frame with limited contact with the elementary teacher. However, I did my best and overall, I think this lesson went smoothly. I started the lesson with a review of what organisms need to survive. Then, I had students read from their science workbooks about organisms patterns of behaviors. After the students finished reading, we held a discussion where students provided explanations and definitions of the terms they read. Then students were asked to choose an animal and pair with a partner to ask each other yes or no questions based on what they had learned in a previous lessons earlier in the week. The students had a great time with this activity. It stimulated their brains for the remaining aspects of the lesson and also provided a review. The next part of the lesson, students grouped themselves according to the habitat in which they would live. During this time, students talked with their group members about how their specific behaviors affect their environment. Then, in their ecosystem groups, students read and discussed how human behaviors affect organisms and their habitats. After 15 minutes, the groups were pulled back as a whole group to discuss how negative human behaviors affected their habitat and their organisms (i.e. how it made them feel or how they think those animals would feel). To conclude the lesson, students completed an exit slip asking them to share one thing they learned about how an organism affects its environment or how humans cause harm to an organisms environment. During the lesson, I used clear vocabulary and strong discussions. I held students more accountable for their learning. Students really enjoyed this lesson and the interactions with their peers. One thing I learned during the lesson, was that I needed a better system for letting students who their expectations during the large group activity. One of my groups ended up being very large, so I should have split them into smaller groups. Students held strong discussions and made great connections throughout the lesson. Having never experienced a science lesson with these students, I believe I did well with this lesson. The experience has helped me better myself for future lessons, especially science lessons. If I had been given more planning time, I would have had students investigate more with less whole class discussion. However, it was rewarding to see the students engaged and excited about their learning during this lesson.

Breanna Cook Lesson 3: My third lesson was a science review lesson, which was taught on March 27. This lesson was my only opportunity to complete a second science lesson because they would be moving to social studies for the remainder of my time in the elementary school this semester. This lesson, being only a review for their final quiz on the unit was a good experience for a different side of teaching. With this lesson I only had one day to plan, so, had I had more time and if I could do it again, I would have played a review game. For this lesson, I used the students study guide for their final quiz on the organisms and their environments science unit to ask questions to prepare them for the quiz. I asked the question and then went around the room giving every student the chance to answer a question. I elaborated when needed, which I am confident that I explained the content well to the students. I used analogies relatable to the students to explain the difference between inherited and acquired traits of organisms. Since I did not have the time to prepare a game for the students, the lesson was dry and the students were not very interested. Thus, I learned that I should research review games and keep a list of such games to use in the future. Overall, this lesson went well but I wish I could have taught exploration based science lesson. However, this semester I was not able to do so because of the situation with the clinical teachers team teaching model. In the future, I hope to receive lesson information with more time to better prepare my lessons. Lesson 4: For my fourth lesson, I taught a reading lesson on April 2. This lesson was centered around their PASS Reading review. My clinical teacher gave me a reading packet, I chose the day that I wanted to teach my reading lesson, which determined which passages I would teach, and then I was given a structure for how to carryout the lesson. Therefore, I did not have a chance for any of my own creativity when creating this lesson. Since students had already completed extensive work with this reading packet, the day I taught was to be a partner-centered lesson. Before reading the first passage, I asked students to think about the title and provide some ideas for what they thought the passage might be about using only the title, Gentle Giants, and knowing that it was an informational text. After a short discussion, I read Gentle Giants to the students as a read aloud. We then reviewed how they should answer the questions after the passage by covering the answer choices with a sticky note and writing their own answer based on the reading, then looking at the answer choices and choosing the one that best matches their written answer before looking back at the passage to prove their answer by highlighting or underlining the section with the correct answer. Then, students discussed the reading with their partners. One thing I would change about this lesson is that I had students go back to their desks too soon. After reading the passage, I meant to have students talk on the carpet, but I had forgotten about that aspect of my lesson and sent them back to their desks to work instead. Therefore, I lost some of the students who really need that carpet time. After students worked with their partner to answer the questions from Gentle Giants, students read the second passage, From Tadpole to Frog, with their partner. After students read the passage, they continued working with their partner to complete the sequence of events chart based on the reading. During the lesson, I had to constantly

Breanna Cook remind students to stay on task. These particular students did not have the discipline on a regular basis to keep focus and do as directed. Consequently, their peers at their tables easily distracted them. I constantly walked around during their partner work to keep students on task to complete their work in the allotted reading instruction time. Since this lesson was my first reading lesson based on a passage provided by my clinical teacher, it went well but I would have rather been able to do something different with the students. The students would have liked to do something other than what they are used to doing everyday and I wish I could have done so. This lesson was a great learning experience though and I hope in the future to be able to be more creative rather than sticking to a plan from my clinical teacher. Professional Development: One professional development goal I have created for myself after this semesters clinical experience would be to familiarize myself with the Smartboard, such as writing on the Smartboard more and learning how to utilize the Smartboards different features. The best way to learn how to use technology is through hands-on experience. So, I will work on using a Smartboard by going to the Childrens Literature room on Landers campus to run through my lesson as if I were teaching clinical students. During the summer, I will watch YouTube tutorials about how to use a Smartboard as another means for building knowledge about Smartboards and how to use the efficiently. A second professional development goal I have created for myself is to work on transitions during my lesson. I will look at lesson plans online or try to find a list of general transition questions to keep as reference when writing lesson plans in the future. I will also put these questions in all future lesson plans to practice beforehand and to have in front of me during each lesson as I work toward this goal of strengthening my transition throughout lessons.