Lesson Review Form ECED 329 A typed lesson plan review is due to the University Supervisor one week

after teaching the lesson. Please attach a copy of the lesson plan to the review. Address each of the following points with specific examples from your experience teaching the lesson. Write in narrative form. If you did not address one of the following when teaching your lesson, explain why. If you intended to address a point but did not, explain how you would do so if given the opportunity to teach the lesson again. Name __Jordan Suber________________ Lesson Topic _Math/ Grab and Count__________________________ Todays Date __2/15/13______________________ Date of the Lesson ___2/15/13____________________________ 1. State one objective and describe the ways in which your students met that objective. Objective: The students will be able to compare two quantities using counting cubes and find which is more with 80% accuracy. I read the book, Just Enough Carrots, by Stuart Murphy. I had the students meet my objective by doing a grab and count activity with partners after we read the book and reviewed the greater than, less than, and equal to signs. As I walked around the room, I checked each childs sheet to assure that they had at least 80% accuracy and they did. 2. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. I began the lesson asking them about things that I knew they had been studying. For example, I asked them about the front cover, back cover, spine, and title page to cover what they already knew. We also reviewed our math symbols; greater than, less than, and equal to. I introduced the book to them and then we began reading. As I read to them we talked about which characters had more or less fruit and vegetables. I asked questions at the end of the book, which led them into asking and answering some of their own questions. Once I saw that they remembered how to compare the numbers, I led them into the activity. 3. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. I grouped the students by their seating tables. For the activity I was doing with them, I needed students of lower academic performance at the same table or two and then the higher performing students at a table together. It was easier for me to be able to walk around and help the ones needing more attention at the same time. 4. Describe one way in which you addressed the individual needs of one child or a small group of children. I have a student who wears eye glasses every day. I addressed her physical need at the beginning of my lesson by allowing her to sit up close on the run while I read the book. By allowing her to do so, she was able to see the text more clearly. I also focused a lot on a certain table who had my lower performing children sitting at it. They needed more help in constructing the cube trains. Once they got the hold of it they began being able to work together to count them out correctly and compare with some prompting from me. 5. If your management of the lesson presented difficulties, what were they and how did you handle them? I had difficulty during the activity portion of the lesson when the students were to pay attention to what I had written up on the board (math symbols). I had set out he counting cubes we were going to work with at each table prior to the children going back to their seats. Once I began giving instruction, some of the students were playing with the cubes instead of listening to what happens next. I learned that if I give them a few minutes to explore their bag of cubes and allow them to play with the cubes, and then have the focus on me that may make it better to grasp their attention. That way they get the playing out of the way and can focus correctly. 6. Describe your assessment process and the ways in which the process provided/did not provide you with an accurate evaluation of how well the children learned the content.

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I used three different activities to process my assessment before during and after the lesson. I feel like the activities I use are easy to refer to because it is a concrete model that displays what I need to know from each child. I had them complete a math activity on paper on the Wednesday before I gave the lesson as a pre assessment, then we completed a partner activity during the lesson on Friday, and lastly the following week we completed review activity as the post assessment. These were very helpful to me because I had their answers on paper so I can refer back to them at any time. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. I feel that the students were involved with a variety of developmental realms. While I read the book and asked questions, they used their sense of listening and inquiring what they heard to answer questions. During the activity they used small motor skills when working with the counting cubes. The students also had to use comparisons like they would in everyday life situations. Identify the dimension of multicultural education (i.e., James Banks notion of content integration, knowledge construction, prejudice reduction, equity pedagogy, or empowering school culture) that was most critical for you to consider as you taught this lesson. Why do you believe your chosen dimension was most important for this learning experience? Knowledge construction was the most important multicultural dimension of education because I had to address standards to students that are all on different performance levels. Having them use their knowledge to complete some of the work I asked of them was almost oblivious to a few of my lower level students. Their minds are a different construction than most of the others. I have students in my class that will stare at you hoping you just give them an answer for free. It was critical for me to understand how they learn the best to build their knowledge of the math lesson that I presented. When you teach your next lesson, what teaching strategy will you work to improve? I plan on working more on classroom management during my next lesson. I felt that I had the class under control during the majority of my lesson. Mrs. Driggers said that next time I give a lesson and have the children return to their seats; have them return small portions at a time. I plan on working on this for my third lesson and have them return to their seats by birthday month, colors, or by what table they sit at. How would you rate your implementation of this lesson? Satisfactory Fair

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Why would you rate your lesson this way? I would rate myself as satisfactory for my second lesson. I feel like I deserve this rating because for my second lesson, I thought it went pretty good. I would not give myself a very good, because I know I have things to adjust and work on.