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    Jessica Williams Obser 2

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    The student teacher, Jessica Williams, led a lesson on constructing meaning from texts by creating annotated bibliographies. She began with a 10-minute mini-lesson reviewing the purpose and format of annotated bibliographies using a model. Students then worked independently in groups for 40 minutes to complete their own annotated bibliographies but made little progress. In the closing debriefing, Jessica asked students to self-assess their learning but did not check their work on the bibliographies. While the lesson established clear objectives and modeling, the independent work period was not productive and assessment did not check for understanding of the objectives.

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    Jessica Williams Obser 2

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    api-284298546
    70 views4 pages
    The student teacher, Jessica Williams, led a lesson on constructing meaning from texts by creating annotated bibliographies. She began with a 10-minute mini-lesson reviewing the purpose and format of annotated bibliographies using a model. Students then worked independently in groups for 40 minutes to complete their own annotated bibliographies but made little progress. In the closing debriefing, Jessica asked students to self-assess their learning but did not check their work on the bibliographies. While the lesson established clear objectives and modeling, the independent work period was not productive and assessment did not check for understanding of the objectives.

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    The student teacher, Jessica Williams, led a lesson on constructing meaning from texts by creating annotated bibliographies. She began with a 10-minute mini-lesson reviewing the purpose and format of annotated bibliographies using a model. Students then worked independently in groups for 40 minutes to complete their own annotated bibliographies but made little progress. In the closing debriefing, Jessica asked students to self-assess their learning but did not check their work on the bibliographies. While the lesson established clear objectives and modeling, the independent work period was not productive and assessment did not check for understanding of the objectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    70 views4 pages

    Jessica Williams Obser 2

    Uploaded by

    api-284298546
    The student teacher, Jessica Williams, led a lesson on constructing meaning from texts by creating annotated bibliographies. She began with a 10-minute mini-lesson reviewing the purpose and format of annotated bibliographies using a model. Students then worked independently in groups for 40 minutes to complete their own annotated bibliographies but made little progress. In the closing debriefing, Jessica asked students to self-assess their learning but did not check their work on the bibliographies. While the lesson established clear objectives and modeling, the independent work period was not productive and assessment did not check for understanding of the objectives.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 4

    Student Teacher___Jessica Williams School_Urban Assembly for Green Careers___________

    Observation #__2__Date __3/1/16 Class_ELA, mixed grades Period_____2 (9:58-11:08)____


    Main Lesson Objective (short range concept):_Students will be able to construct meaning, such
    as purpose, features and central ideas of their topic by creating an annotated bibliography of the
    text they are reading.
    I. GETTING STARTED/INTRODUCING THE LESSON
    __yes_ Establishes opening balance of firmness and friendliness
    __yes__ Introduces focused, short-range performance objective(s)
    _yes___ Establishes organized agendathe main steps for learning new knowledge
    somewhat Motivates students to become interested in the learning objective
    __yes__Engages students in generating relevant prior knowledge upon which to build
    __somewhat Helps students contextualize the lesson within the broader unit of study
    __yes__Establishes behavior guidelines necessary for a productive lesson
    General Observations:
    The mini lesson was a 10 minute introduction of the revised Annotated Bibliography graphic
    organizer. Jessica reviewed the purpose for the annotated bibliography, and explained that the
    version of the graphic organizer they were to use now was slightly different from the one they
    had used before. She projected on the board an annotated bibliography from the previously used
    graphic organizer and asked students to evaluate it using the new Annotated Bibliography
    graphic organizer. She read the model paragraph by paragraph and students were asked to decide
    how each paragraph corresponded to the new organizer: did it establish what the claim was about
    before reading the text? Did it identify the central idea of the text? Did it cite evidence from the
    text that demonstrated the central idea? Did it discuss how the texts supported or challenged the
    claim?
    After this, students were instructed to go to their table groups to finish reading their texts and to
    fill out the new annotated bibliography organizer.
    Strengths for this phase:

    The mini-lesson took just about 10 minutes, as planned. The instruction was to-the-point
    and focused. The short-range objective completing the annotated bibliography--was
    something students could achieve during the class.
    A model was presented for students to practice in the full group what they would be
    doing independently during the work period.
    When a student came in late, space in the circle was made for him.

    Goals for this phase:

    When using a model piece of writing provide each student with his/her own copy.
    Reading from a projected image is very difficult. Have different students read the text,
    not the teacher.
    When introducing a graphic organizer provide time for students to see and understand
    what is on the organizer before asking them to use it. In this case, review the elements of
    the annotated bibliography before asking students to use it with a model essay.

    When one student dominates the discussion, ask that student to choose the next student to
    answer a question. And that student will choose the following student to answer. That
    way there can be no dominator.
    Make the circle larger to give students more elbow room. Have them take off their coats
    and jackets and put them away at their work tables before sitting down in the circle.

    II. TEACHING/IMPLEMENTING THE LESSON


    _yes___Establishes key learning objective (concept) and how students will understand it
    _yes__Gives in-depth presentation of the learning objective and builds lesson around it
    _yes__Offers students deductive (direct teaching) and inductive (discovery) approaches
    _yes__Uses instructional formats to appeal to verbal, visual and kinesthetic modes
    _no__Presents new knowledge, not previously taught knowledge (review, etc.)
    _yes__Designs varied activities for applying new knowledge (individual, pairs, groups)
    _yes__Provides clear directions and expectations for each learning activity
    _yes__Structures and paces lesson for unity and completeness, including debriefing
    _no__Uses effective questioning to generate critical thinking and multiple views
    _no___Manage students effectively throughout the lesson
    _yes__Provides traditional and performance-based assessment of new knowledge
    General Observations:
    During the independent work period of 40 minutes students broke into four groups to read and
    annotate the latest text they had read in unison. The in-depth presentation was provided during
    the mini-lesson and students now had the opportunity and time to complete the organizer either
    independently or collaboratively. A clock marking the time was projected on the Smart Board.
    Nonetheless, the students in general were not very successful in getting the work done. The
    students sat with their groups but very little work got done in the 40 minutes.
    Strengths for this Phase:
    Every student had a guiding graphic organizer
    Every student had the opportunity to work at his/her own pace, to ask questions, to continue the
    research
    Every student had the opportunity to conference with the teacher
    Students could see the time they had to work since a timer was ticking away on the Smart Board
    Goals for this Phase:
    The work period must be productive. Something must be learned and some measurable work
    must be accomplished.

    If you see a group is not able to begin to work, leave where you are and go and give help
    Sit with a group to help settle them down and insist that they do the required work. If
    necessary, repeat the directions and expectations
    Pause the work period periodically to take a full class check of the work accomplished. If
    what they are supposed to do is a writing task, insist that everyone writes for 5 minutes in

    the middle of the work period. Insist that everyone writes for 5 minutes at the end. Insist
    that they complete the required work.
    III. CLOSING/DEBRIEFING THE LESSON
    _yes___Paces lesson to provide for an effective culminating display of new knowledge
    _NA___Provides clear directions for homework application of learning objective
    _yes Invites students to debrief by articulating the lessons personal and cognitive benefits
    Observations/Goals:
    Ample time was left for the debriefing. Students returned to the circle from their work tables
    about 10 minutes before the end of the class. Jessica asked questions to have the students self
    assess their learning by asking about how they helped each other with questions (breaches)
    during the work period. She asked them to evaluate the new annotated bibliography graphic
    organizer.
    Goals:
    Since the goal of this lesson was for students to complete a graphic organizer, some of the
    closing questions should have been for students to share what they had written on the graphic
    organizer and to explain how the organizer helped them organize their knowledge of the topic
    their original claim, the central idea, the evidence that supported or refuted their claim.
    IV. OVERALL PROFESSIONAL STANDARDS
    __yes__Reflects on/evaluates how instructional choices and actions affect students
    __yes__Builds relationships and seeks resources that support students active learning
    __yes__Is flexible in accommodating varied learning aptitudes and formats
    __yes__Is objective and calm in dealing with the unexpected
    Observations/Goals:
    Jessica has a natural ease and poise in the classroom. She needs to develop this natural ability to
    become more firm with the students, insisting that work gets accomplished during the
    independent practice period.

    Questions Reflective Teachers Ask Themselves When Reflecting on Observed/Implemented Lessons


    Date:
    Lesson:
    Following your observation of a lesson, read and reflect carefully on the following questions. Respond in
    writing to those that most pertain to the lesson.
    Did the student learning anything? If so, why? If not, why not?
    Did anything significant occur? If so, what and why?
    Was the lesson built around a focused short-range objective that students could learn during the class?
    Was the objective too narrow or broad for the grade level; if so, how could it be improved?
    Was the strategy used the most effective one? What other strategies might be more effective?
    How well did the lesson elicit the students prior knowledge, relevant experiences, and personal interests?
    How might these important connections be improved?
    How flexible was the teacher in modifying the lesson to accommodate students learning needs?
    How well was classroom behavior managed? What proactive techniques might have been more
    successful? What technique worked best and why? What didnt work and why?
    What connections were made between the instructional strategies and the learning effectiveness? In the
    future, how can I mend this gap to ensure all students learn a concept in depth?
    Was the lesson coherent? How might the opening, the actual instruction the learning application, or the
    closure be improved to give students a more coherent learning experience?
    How were students inspired to learn the lesson objective? Were they offered intellectual and personal
    rationales for learning? How might I do this in the future?
    Did students have adequate opportunity to direct their own learning? If so, how? If not, what could be
    done?
    As a result of observing or teaching this lesson, what have I learned about teaching? What goals have I
    developed as a result?

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