Lesson Reflection 1

Lesson Reflection - Math

Tyler U. Groff

Drexel University
Lesson Reflection 2

Lesson Analysis & Reflection

After implementing and reflecting on this completed math lesson, I felt I performed well

in all areas. Sufficient planning went into the day’s lesson, the quality of the instruction was

evident through examples of student comprehension, classroom management was effective, and I

kept a very professional manner throughout. This lesson felt like a turning point for me in terms

of feeling comfortable in all of the above listed areas simultaneously. What was most impressive

to me was my ability to manage the various skill levels in the classroom, specifically planning

enrichment work for a particular group of students while I worked with the rest of the class. I

have worked closely enough with the math class so far that I was able to identify the advanced

students and plan accordingly so that they stayed engaged during the lesson.

What I like most about my host school’s math curriculum is how structured it is. This

structure provides me with the necessary base materials required for each day, but is general

enough that it allows me to tailor it to the needs of my students. Upon arrival, students already Commented [1]:
3c: Engaging Students in Learning
3e: Demonstrating Flexibility & Responsiveness
know to meet on the carpet to discuss the day’s math objective followed by a “Solve & Share”

problem. This problem allows me to reassess a prior day’s skill and see if it was retained by the Commented [2]:
3a: Communicating with Students
3b: Questioning & Discussion Techniques
students, while also incorporating the new math skill for the day. As a result I am able to assess 3c: Engaging Students in Learning
Commented [3]:
not only if prior learning goals were achieved, but also get a snapshot of who will succeed and 3b: Questioning & Discussion Techniques
3c: Engaging Students in Learning
who will struggle with the current learning goal. By teaching math on a daily basis now, I have 3d: Using Assessment in Instruction
Commented [4]:
been able to put my finger on the “pulse” of the class, resulting in better differentiated instruction 3d: Using Assessment in Instruction

based on individual needs and improved lesson planning. Commented [5]:

3e: Demonstrating Flexibility & Responsiveness
Upon completion of the introduction problem and discussion, we moved into our visual

learning stage where I play a video which demonstrates the days’ math skill. This is a unique Commented [6]:
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3c: Engaging Students in Learning
Lesson Reflection 3

tool because not only does it further engage the students, but also provides real world

connections the students can associate with. At this point it is important to mention that while

this introduction phase was going on, I had already met with the advanced students at the

beginning of class to provide them with instruction for the day. These six students are far more

advanced compared to their peers and require differentiated instruction. Based on prior

conversations with my cooperating teacher it was determined we would assess these students

with the day’s exit slip upon the start of class, which they completed successfully. I then

assigned online enrichment work for them to focus on while I instructed the rest of the class. In Commented [7]:
3c: Engaging Students in Learning
3e: Demonstrating Flexibility & Responsiveness
prior lessons, these students had stayed with me for the normal lesson and it was apparent that

their engagement levels suffered as a result. I was happy with myself that I began to recognize

this and had a discussion with my cooperating teacher to come up with a plan for them.

Upon completion of the video, we began the teacher-guided portion of the lesson. This

portion allowed me to further assess where each student was at in terms of their comprehension. Commented [8]:
3a: Communicating with Students
3b: Questioning & Discussion Techniques
I first demonstrated for the class on the whiteboard how to decompose two separate fractions. 3c: Engaging Students in Learning
3d: Using Assessment in Instruction
From there, I projected problems from the book onto the board and asked the class to first work Commented [9]:
3c: Engaging Students in Learning
on them independently, and then have them come up to the board to solve. Another great part of Commented [10]:
3a: Communicating with Students
this lesson were the magnetic fraction strips supplied by the classroom. While different students 3b: Questioning & Discussion Techniques
3c: Engaging Students in Learning

came up to the board and shared with the class how to decompose certain fractions, I moved the

fraction strips around to represent what each student was describing. This served as a fantastic

visual for the class. One my personal teaching goals has been to incorporate more visuals, so I Commented [11]:
3c: Engaging Students in Learning
was pleased with my use of the magnetic strips as well as the video. Students were then asked to

return to their desks and work on some independent problems using their own fraction strips, a Commented [12]:
3a: Communicating with Students
Lesson Reflection 4

way for them to each demonstrate what they had learned from the group learning. On this Commented [13]:
3d: Using Assessment in Instruction
particular day, only three students opted to stay back and work with me on the carpet while the

rest of the class worked independently. Two of the students who required extra help struggled to

recall basic addition facts while the other could not grasp the concept of not changing the

denominator when decomposing fractions. With a couple of extra practice problems and

discussion, I was able to get these three students on the right track and send them back to their

seats for independent work. Commented [14]:

3a: Communicating with Students
3b: Questioning & Discussion Techniques
By this time, there was only a few minutes left in class. It was at this point both the 3c: Engaging Students in Learning

cooperating teacher and myself went around to each student in the class to complete a formative

assessment. We each checked 2-3 random problems the students were working on and initialed

them if they were correct. I believe this is an effective check because it keeps the students on Commented [15]:
3d: Using Assessment in Instruction
task and requires their full effort on each problem. Once this process was completed, exit slips

are handed out which consist of two problems. Completion of these slips is required in order to

leave class and they serve as a summative assessment for the day’s lesson. The differentiated- Commented [16]:
3d: Using Assessment in Instruction
advanced group of students at this point had finished their assigned online enrichment work

(which would later be graded), and had moved on to “Study Island”, an online interactive math

skill builder. Commented [17]:

3e: Demonstrating Flexibility & Responsiveness
In relation to Domain 1, great care was taken in the planning and preparation of this

lesson. As stated previously, this was my first lesson in which I had appropriately recognized

and differentiated the various skills sets of students on my own. This served as a great source of Commented [18]:
3e: Demonstrating Flexibility & Responsiveness
accomplishment for myself. This also showed me how difficult it can be to balance the

classroom when there is a wide skill set because everyone needs something to do that is
Lesson Reflection 5

sufficiently challenging. The instructional outcome was also clearly defined for the day, as it is Commented [19]:
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at the start of every class. Commented [20]:
3a: Communicating with Students
In relation to Domain 2, the classroom environment for this lesson was very conducive to

learning. My classroom management skills continue to improve, which I also believe is a sign of Commented [21]:
3c: Engaging Students in Learning
gaining the continued respect of my students. The lesson allowed for students to utilize the

carpet as well as work at their seats, while students were able to comfortably work independently

with no distraction while I worked with struggling students on the carpet. Commented [22]:
3e: Demonstrating Flexibility & Responsiveness
*Domain 3, instruction, is discussed in further detail in the next reflection listed below.

In relation to Domain 4, I continue to hold myself to the highest professional standards. I

discuss and reflect on all lessons with my cooperating teacher both before and after, I have begun Commented [23]:
3b: Questioning & Discussion Techniques
to takeover the grade book to track all student progress (something my cooperating teacher has

never allowed one of her student teachers to do), and I continue to immerse myself into the

school’s culture and environment. Just recently I participated as a science fair judge along with

my cooperating teacher. I look forward to the continuing my involvement within the school and

working closely with the staff and students around me.