INVITATION to TEACH

Interns Final Exam Research Presentation Reflection Document

This document is to be filled out by EACH internindividuallyafter the final exam
lesson presentation has been completed. Be thorough and use ENGLISH
STANDARDS. Brevity will not enhance your grade. (Some of you seem to be prone
to writing in haste and do not include adequate detail.) Details are expected in
your reflection. Use the numbering system in place in the promptsplease do not
run your responses into one item. Less value if this is observed.
Email me your document within 2 days of your presentation.

Interns Name: Allison Schuster Presentation Topic: Year

Round Schooling
_____________________________________________________________
Umbrella Question (upon which presentation lesson was based)
What are the advantages and disadvantages of year-round schooling?

Measureable Lesson Objective (What you wanted the students to learn)

1-Recall the necessities of planning for each type of year-round schooling
2-Discuss the advantages and disadvantages of each form of year-round
schooling
3-Argue the effectiveness of different types of year-round schooling based on
the circumstances

Presentation Date: December 9, 2016

PLANNING and PREPARATION

Key components to any presentation or lesson
Equipment, materials, wardrobe selection, technology
1. What were the strengths you believe were present with regards to your
planning or preparation for this lesson? Explain WHY you believe
these elements were present?

I believe that my creation of worksheets and handouts was strong. I

created handouts to use for different groups. Each one was clear in
listing advantages, disadvantages, necessary steps in a plan, and an
accurate description of an option for reducing summer fade. I also
made the note taking worksheets to ensure that those who werent
presenting were still absorbing all the other options information. I also
think that I did a good job with creating and timing my reading of the

powerpoint. I was very detailed in what I put on the powerpoint and

how I spoke of it. I went into detail in describing all the arguments so it
was hard practicing it enough to get it to fit into fifteen minutes but I
think thats about the time it took during the presentation. By not
reading off the powerpoint, I am more successfully able to monitor the
students and thereby keep their attention.
2. What do you believe was lacking, or what could be improved, with
respect to planning and preparation for your presentation? Explain
WHY.

Well I should have checked to make sure that theres an overhead in

Ms.Olers classroom because I was planning on putting my notes on
the overhead during students presentations after each
advantage/disadvantage/step in plan is written down by one student. I
also had issues with my lesson plan. I never cited that I was using a
powerpoint so that was definitely a problem. I also never put down my
discussion questions in the lesson plan so had a substitute teacher
attempted to use my lesson plan, he/she would have been very lost. I
left a lot to my own knowledge between what I put in my lesson plan
and what was on the worksheets and powerpoint and overall how the
lesson was to be operated. Also, my last objective may not have been
completely present in the lesson. I didnt actually give them a chance
to argue within the lesson. I had a few discussion questions regarding
the effectiveness of one schooling option over another, however it
wasnt necessarily arguing that was used in doing so.
THE LESSON
Lessons are divided into segments and each part is very important in the process
of teaching and learning.
Lesson PlanWas your lesson objective measureable?
1. How was your objective written so that you would really know that your
class got what you were teaching?
I used three skills from three different levels of Blooms Taxonomy. Throughout my
discussion questions that were made to show how to discuss and debate the
effectiveness and motivation for the different schooling calendars, which covered
the last two objectives. I also required them to take notes on each type of
schooling in regard to the complete description, advantages, disadvantages, and
necessary plan. This gave them thorough knowledge on each type of schooling and
as we discussed them, they could definitely cover the first objective of recalling the
necessities of planning for each type.

2. How did you plan to measure the outcome of the lesson? (Was your
objective written correctly so that it mirrored your PLAN?)
I think so. I know that my last objective wasnt totally effective because the
students never actually argued, however I think that they have the proper
knowledge that puts them in a position to be able to. And for my first two
objectives, I would say that my objectives did mirror my plan. Their was discussion
on the advantages and disadvantages of each calendar as well as the recalling of
the necessities of planning for each calendar.
A. LessonIntroduction or Audience Engagement
Anticipatory Set what did you do in order to begin your lesson to
capture the attention and interest of the class?
1. Explain what you did and describe how it worked.
I stated that we would be learning about a controversial topic, Year-Round
Schooling, which was already taught briefly by Sophie and got such an engaged,
intense reaction from the class. I also showed them how I would manage bringing
our class back in times of disruption which they seemed to like (If you can hear
me clap once).
2. Or: How might you have improved this portion of the lesson?
I couldve had more of an attention grabber. I could have possibly started with my
visual or broken up my lecture more instead of having two long slides accompanied
by long, detailed descriptions of the many arguments for and against year-round
schooling.

B. BODY OF THE LESSON

1. List and describe what student learning experiences the lesson
contained that were successful.
The students got the chance to read with a partner or two and discuss in those
groups the benefits, obstacles, and necessary planning of a calendar. This gave
them a chance to learn on their own and then they presented to the class. So by
knowing they were going to present, the students had to fully understand what
they were reading and that motivated them. And then each group presented and
got the chance to explain why they had learned. And through discussion they
learned how advantages or disadvantages of one calendar compares to others.
2. How do you know they were successful? This is a good place to reflect on
the assessment the students completed the next day to see if they
actually understood the concepts. Look them over and comment.
The assessment I had them complete was an online padlet. They all seemed to
know what they wanted and why they, as a majority, felt the balanced calendar
would be best. They gave concrete reasoning of its currently similarity to HCHSs
calendar and its sensible lack of summer fade. The exit slips seemed to prove
understanding in the majority of the students. However one student was lacking in
proficiency. She couldnt name two advantages on two of the questions, only one.

And then one student just listed one advantage on each but I think she just didnt
read the directions completely, which could have been my fault.
3. There is always room for improvement, so: What could you have done
differently for a better outcome?
I would have come up with a better third objective or would have found a way to
incorporate it better. I also may have spaced out my lecture more. I could have
possibly put my visual in between the two argument slides for a break and for
sooner clarification. I also should have checked with Ms.Oler ahead of time
because I just assumed their was an Elmo/overhead projector in the class that I
could have used. If I had known earlier than I wouldve incorporated the notes into
my powerpoint or something crafty along those lines.
4. What teaching techniques did you employ?

I used teacher talking for the first 15 minutes of class to inform of the most basic
arguments and why this is a highly contested issue in the United States. Then I utilized
student interaction with each other by partnering them up and having them read and
discuss a information sheet I gave them on their specific calendar. However for three
students it was small group work because of the uneven about of students. This was
turned into an activity as they discussed how they would present the information on the
sheet to the rest of the class. Then they presented while the other students took notes.
Then I used lesson closure to discuss, wrap-up, give them an exit slip, and assign
homework.

C. BODY OF THE LESSONDescribe how you incorporated the following into

your lesson:
1. Visual: Through the use of my powerpoint, I taught the visual learners on
the current debate over year-round schooling. They got to see a visual aid
showing the broken up time while ins school and out of schooling between
the balanced calendar and the traditional calendar as well.
2. Auditory: The auditory learners go to learn through my lecturing for the
first 15 minutes of class on the arguments for and against year-round
schooling, as well as hearing all the other groups speak about their
calendar.
3. Kinesthetic: The kinesthetic learners got to learn through talking it out
with there partners and actually getting up to present personally. They
also got to write on the board so they were physically getting up, moving,
and writing.
D. LESSON CLOSURE
1. What technique did you use to wrap up your lesson so that the students
continue to think about what they had just learned and experienced? Do
you feel it was successful? If not, what changes might you make to the
closing if you were to present this lesson to another class?
I used discussion questions and then gave them an exit slip. I definitely think it
worked because their answers on the padlets were thoughtful. The last question on
the exit slip was similar to a question we had discussed and instead of having them

answer it, I just told them to start thinking about it. It was basically the first padlet
question. So giving them this time in class truly got them thinking so that later
when they answered the question online, they had really weighed the positives and
negatives to come up with a genuine answer.

Personal Assessment of Lesson

1. What grade do you believe you deserve for this project and presentation?
(This includes research, planning, preparation, team work (if applicable) and
lesson delivery, Not your Detailed Outline or your annotated
bibliography.)
Percent / Letter Grade: 90%
1. What percentage of the work accomplished for this presentation do you feel
you were responsible for if you were a team?
N/A
2. If you were a team, one of the members might not have contributed equally
to the others. If this is true, how would you divide 100% between the
members?
N/A
With concrete support, state why you believe you deserve that grade.
Although I had trouble fully satisfying the third objective and ran into trouble by
not having an Elmo to display my notes, I think I handled it well. I adapted to the
loss of the projector by just adding in my own comments when I felt that the
students needed to learn a little more about one of the groups presentations. I
seemed to have kept all the students engaged throughout my lecture and during
the students presentation with the required note taking. I had different activities
to do (ex. the group work as opposed to just me lecturing on the calendar options).
I included each type of learning ability in my lesson as well, as previously cited. In
addition, I had the students apply what they knew from Sophies lesson and what
they got from what I taught them to be able to work with a partner to teach each
other the different calendar options. And then in exit slip and padlet I had a good
assessment which showed me the weakness in one or two students.