Lesson Self- Assessment for ED 315 Name: Yazmin Duran Lesson topic: Putting Yeast To Work Date: 10-16-13

School/grade level/ number of students: Milwaukee College Prep/ 5th grade/25 students Name of Cooperating Teacher: Sarah Borgstrom 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 believe that my plan provided many opportunities for active engagement. In my lesson students had an opportunity to make dough with and without yeast. This allowed the students to be hands on and make their own discoveries. In order to carry out my lesson the students were in groups of four so they had the chance to talk with their neighbors if they had any questions and to share their thoughts and observations about the dough. I believe that I provided the students with many questions that would spark their thinking and guided the students as needed. I made sure to walk around the room and answer questions, clarify any steps, and help students make observations. I did adjust my plan by not having students complete the homework. The homework required students to bake at home, and I was not sure of every childs living status so I told them they could do it with a parent if they wanted and their guardian said it was ok. Classroom environment: Evaluate the ways in which you 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? Over all I was very enthusiastic. I would say I encouraged students participation by asking them prior-knowledge questions, observation questions, and asked them to make inferences and predictions. I tried to ask students from each group so that everyone had a turn. In my lesson I provided students with work time in which they had to work with their group members to create the dough. They also had individual time to make their observations and then share them both with the group and then the entire class. I think that by using all forms of class work students were able to stay on task. This lesson was very hands on and that is something the students are not used to so it was a challenge to shift gears from working with the dough and looking at me for further instruction or discussion. 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? In my instructional strategies I think I would have added some visual so that students that learn visually could have maybe had definitions written on the board or

an example of what I was looking for. I tried to use a variety of strategies by thinking out loud, having students work hands on, and providing them with individual and group time. I also walked around the entire time and addressed the students that seemed to be struggling or not on task. I also scaffold by asking questions as the students were working and providing them with suggestions. 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? I used a seating chart as my assessment and used a code to identify which students were meeting my expected goals. I also got to keep all the students handouts where they made predictions and wrote their observations. Keeping the handouts provided me with a clearer understanding of who was making accurate predictions, observations, and inferences incase I did not get the opportunity to call on the students in the class. I was able to learn that the students didnt really know the difference of having yeast and not having it. Using my assessment helped me find which students were capturing the information and making observations using their senses and which were just interested in playing with the dough. I was able to identify where the teacher would have to go back and explain. Over all most students made observations, but I would have liked them to be more in depth using more descriptive words. Professional responsibilities: What did you learn from your cooperating teachers feedback on this lesson? How will you apply it to future lessons? My CT provided me with great insights as to how to conduct a science lesson that is hands on. She once again gave me glows and grows and explained that over the entire lesson was good but that I should work on things such as having the students repeat the objectives so that I can hold them accountable. Also using the phrase track would have the students drop everything and pay attention to me so that they could listen to the instruction. The last piece of advice that I found helpful was setting clear expectations for what the students need to do with their materials. In future lessons I will make sure to have students track me and I will work on setting clear expectations. Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your planning for future teaching? I believe that assessing while instructing is not an easy task; however, it is possible once there is a comfortable method. I really like using the seating chart because it allows me to have my attention on the students and what they have to say and make quick notes as to who is participating and meeting my objectives. I feel that the simpler the assessing chart the more information Ill be able to gather. In future lessons I plan to keep using the chart unless I come across a different method that I think might be more beneficial to the lessons objectives.

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