Individual Lesson Reflection Volume and Capacity Rotations

Student achievement:
To what extent were outcomes
achieved?
How did the students demonstrate
this?

Teaching effectiveness:
What have you learnt from the lesson?

Extensions are necessary especially in mathematics when there is

such a variety of abilities, I should consider planning activities which
are easily extended and think about how I can extend those students
Most students completed the sheets or who need more.
activities at each of the two rotations.
Many students finished early and Students worked quite effectively in small groups, using each other for
extensions were necessary.
support and brainstorming ideas together.
Many students were able to explain
their thinking and solutions with or What do you recommend for future lessons?
without prompting.
Using student findings and explanations in the conclusion of the lesson
really seemed to engage the students. I will try to do this whenever
appropriate.
Continuing pair or group work when appropriate to encourage peer
collaboration and practice mathematical language orally.

Comment on your effectiveness in the light of the objectives/outcomes

of the lesson and your self-development focus for the lesson, referring
to both strengths and areas to be addressed.
Through discussion with my AT, the organisation of the tuning in
section of the lesson changed. Students spent 5 minutes searching the
classroom and writing a list of objects with a volume between two
containers I found. They then came to the floor and a few students
shared their findings and the class discussed their validity. i.e. a piece
of paper is between the two containers in SIZE but it cannot be
measured in volume
I tried as often as possible to use probing questions such as How did
you work out this answer, explain your thinking, what if

Weekly Reflection - Week 3

This week I have undertaken the whole class geometry unit assessment. My AT has set it out in excel
so you are able to mark students correct and incorrect responses to the same test done before and after
the unit so you are able to see improvement. I have completed the entries for the pre-test information
and will enter the post-test next week once the unit is complete. I have found it very valuable to
collect assessments across a whole unit in a practical setting. My first lesson on the unit involved a
line hunt, something all students really engaged with and it produced fantastic recognition of lines in
the environment. This showed me how useful physical, active activities can be for younger students
learning, I will endeavour to continue active learning throughout this maths unit. I also began an
author study unit on Bob Graham books. After my first lesson using Max as a context for a book
review I was disheartened as the students seemed to dislike the book. This made me realise how
important catering learning to the interests of your children is. The students in these classes love
adventurous, gross stories, something I should have considered when choosing an author. From this I
decided to change my week 4 unit from multiculturalism, something I find interesting, to insects
something the children will find interesting as I have seen many reading insect fact books and stories.
When planning I have also included a write a poem which includes facts about an insect session as
many students have been writing short poems in their free time and showing me. This way I believe I
am catering to student interests much more to promote engagement and foster learning. The Author
Study lessons improved however as when teaching sequencing I introduced it as creating a comic
strip, something all students, especially low achieving boys, really enjoyed. The overall engagement
was also mentioned to me by my team teacher, Deb. These experiences further concreted the concept
of catering to interests.
Shandars Goals for Week 4:
Reflect and evaluate effectiveness of daily and weekly teaching, learning and assessment
strategies and activities by self and those observed by AT. Provide evidence in reflections (3.6,
6.1, 6.4)
Use open-ended questioning strategies to extend, prompt and scaffold student thinking (1.2, 1.5,
3.5)
Use a variety of strategies to reflect and conclude lessons and transition between lessons (2.1, 3.3,
3.5)
Ensure to display or discuss LI and SC (4.2)

P positives,
successes, and
achievements related
to your professional
knowledge, practices,
and engagement

M minuses,
challenges,
improvement areas
related to your
developing professional
knowledge, practices,
and engagement

I improvement
ideas, future
strategies, ways
forward for developing
the challenges into
successes

Students enjoyed
moving around the
different classes for
their workshops
Providing students with
choice as to which
workshops they wanted
to attend
Students enjoyed the
activeness of the unit
each workshop have
physical activities for
students to do

Students knowledge of
health may have been
limited to the one area
of health they attended
workshops for
Not much written work
for recording notes

Could have included

more general lessons
within own classrooms
about all 3 types of
health before
workshops
Have students attend
one workshop from one
area of health and one
from another
Have students reflect
on each workshop in a
written format what
they learnt

Unit Reflection Health Inquiry: Physical, Mental and Spiritual Health