R. Fujii SW Fall 2018 Fujii, p.

Formal Observation Written Lesson Reflection Template

Teacher Candidate: Kaluhi Kaʻapana Date of Observation: 2/25/19 Lesson Title: Hoʻohuli ʻo
Kamehameha i ka Pōhaku Naha

1.​ W
​ hat specific areas of improvement/growth did you identify in you last reflection (oral or written)? How did

you address them in this lesson?

One specific area of improvement I identified in my last reflection was going at the pace of the class. I
tried to address this by giving them more work time when I saw that they weren’t prepared, but not every group
was using that time appropriately. Those groups that weren’t using their time wisely, still weren’t prepared.
2.​ A
​ ddress these prompts:

a.​ ​How did this lesson build toward student knowledge and understanding of the essential question and
enduring understanding?
This lesson built toward student knowledge and understanding by using performing arts as a means of
understanding the characters of the story and using reading comprehension skill. I felt that this really forced them
to understand their small parts of the story, but also allowed them to physically see the story play out.
b.​ ​What teaching skills and strategies, materials, and instructional approaches were used? What was
effective? What was ineffective? Explain why. What would you do differently?
During this lesson, I began by reviewing where we were at in the moʻolelo. Then, I briefly covered tableau
as a refresher. This allowed me reassurance that the class at where I had expected they were. I broke them up into
their table groups to allow an easier transition, which was effective. When they weren’t finished, I allowed a
couple extra minutes, but it still wasn’t enough for some groups. I think because this was a difficult part of the
story to reenact. This was my first time doing performing arts, so I wasn’t sure how it was going to play out. I would
have gave them more parameters, such as using only the props I provide them with. I shouldn’t have given them
that freedom because they were swinging it around.
c.​ ​How did you differentiate instruction? What was effective? What was ineffective? Explain why. What
would you do differently?
I differentiated by allowing them to choose who wanted to be the narrator. I know some people are not
comfortable with performing arts, so that at least was another way for those students to contribute.

3.​ ​How was your classroom management? Were the students interested and actively engaged? How do you
know?
I think I should’ve given more parameters, as I mentioned to the tableau. I also should’ve had the students
were are watching, do some kind of exit slip. Such as, what did you see? How could this group improve? Etc. This
could have kept them busy instead of talking to one another during the performances. I had to keep reeling them
in and quieting them down.

4.​ ​Assess your students’ progress of each benchmark on your teacher assessment tool. Describe each proof of
student learning (exit past, observation checklist, summative assessment etc.) Create a bar graph to show the
R. Fujii SW Fall 2018 Fujii, p.2

students’ progress. You can create one graph reflective of each benchmark; however, be sure to include a legend
to refer to the benchmarks. Include a caption below the graph.

As far as the standards that I am assessing them on, all the students participated in creating a tableau with their
group, which was a historical event. The students took the teacher through the checklist of criteria for each group.

5.​ ​Based on the data, what instructional modifications for the next lesson must you make to your planning and
instruction? Do you need to re-teach specific parts of the lesson? Do you model more examples or increase
opportunities for guided practice? Do you slow down the pace of your instructional delivery? Do you use concrete
examples? Do you use student friendly language? Do you adjust/create student groups? Do you chunk specific
parts of the text? Do you incorporate technology and/or find other resources? Do you increase student
engagement/interaction? Be more consistent with classroom management and procedural tasks?
Based on this lesson, I would probably do this again, but I would create more parameters for the students.

I would also have the audience answering questions on a piece of paper based on the group that is going. This

could be an exit slip to see if the students are truly analyzing the characters.

6.​ ​How well did the lesson go from your perspective? What area did you feel was a strength (e.g. learning
climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement in the
learning process, student success, performance outcomes and higher thought processes)? Identify an area for
improvement and explain why.
I think it went okay for my first time teaching a performing arts lesson. I know what I could do better next

time. I think I could improve on my class management, as I was doing a lesson out of my comfort zone and I didn’t

have a clear vision. I think the outcome was a strength because all the students participated in creating their

tableau.

7.​ W
​ hat opportunities did you have to collaborate with other school personnel regarding this lesson?
I collaborated with Māhea, my MT, and Camille.
R. Fujii SW Fall 2018 Fujii, p.3

My student sample is a video of one group performing their tableau. This group was able
to cover all the required elements of a tableau, except that not everyone was visible to the
audience. I allowed the students to fix this aspect and redo their tableau. The next steps for this
group of students would be to clearly define each person in the tableau.

https://drive.google.com/file/d/1PFTENrJmd6-MBDbfU9Rtw5ygX0Qu4Qyk/view?usp=sharing