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Learning Segment Reflection

The student reflected on their teaching of an online math lesson on the distributive property. They realized their do now activity was awkward and unorganized due to the online format. Throughout the lesson, they gained confidence and emphasized key points. The student involved students well by referring back to previous responses, relating concepts to middle school math, giving feedback, and having students answer learning goals. However, the student felt they could improve by slowing down explanations of key terms and making classwork examples more challenging.

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79 views3 pages

Learning Segment Reflection

The student reflected on their teaching of an online math lesson on the distributive property. They realized their do now activity was awkward and unorganized due to the online format. Throughout the lesson, they gained confidence and emphasized key points. The student involved students well by referring back to previous responses, relating concepts to middle school math, giving feedback, and having students answer learning goals. However, the student felt they could improve by slowing down explanations of key terms and making classwork examples more challenging.

Uploaded by

api-534908563
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Running head: LEARNING SEGMENT REFLECTION

Learning Segment Reflection


Manhattan College
Kate Cappabianca
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Running head: LEARNING SEGMENT REFLECTION
https://youtu.be/ZpwIU4kgwO8

After re-watching my learning segment, I realized that the way that my do now was

prosecuted was a little awkward and unorganized. I think that this has to do with having to do

this online, as I planned for my do now to be in person with students working in groups. As I

went on throughout my PowerPoint I saw myself becoming more confident and comfortable

teaching.

At approximately 2:58, I referred back to what a student had said previously. I thought

that this was well done how I was continuing the do now into defining our terms by using what a

student said previously. This made the lesson flow better and it gave recognition to the student.

At about 4:47, I asked students to think back to middle school math class and tell me what the

distributive property was. I thought that this was done well because it relates new concepts to

previous concepts and shows how previous concepts will be used in later math classes. I also

think that all throughout the PowerPoint I changed my voice to emphasize import key concepts

and words, though this was not written on my rubric. I think that it is important for me to realize

that even if I think I’m doing something maybe do it a step up a notch, this applies to changing

the tone of my voice and speaking slower. At 12:37 I gave students a 30 second warning and I

thought that this was good because it allowed for them to finish up any last thoughts. In order to

observe student understanding I asked them to tell me what answers that they came up with

(13:16). I think that this was done well because it let me measure how well my lesson got

through to students and if they understood the concept. I corrected a student and told her where

the error was, and I praised her for the rest of the answer saying that it was awesome otherwise.

At 14:39 I asked students to answer some of our learning goals to conclude the lesson. I think

that this was done exceptionally well because it tied together the beginning of my lesson with the
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Running head: LEARNING SEGMENT REFLECTION
end and showed students that they were effectively able to answer their learning goals. I believe

that I promoted high level of student participation during my lesson through asking questions and

asking students to share their answers during classwork.

At about 7:45 I had students work on classwork independently. I thought that this was

done both well but also not that great. Since this lesson was online, I had to sit quietly and let

students work, I could not see what they were doing and could not walk around the room. I think

that this would have been much better if we were in person and I could walk around the room

and gauge their understanding of the material. Instead I just sat there staring at a timer until the

students were ready.

I think that all throughout defining our key terms I went a little fast, I do not even believe

that this is due to the time constraint on this lesson. I thought that this was a good pace but

clearly, I was going a little too fast and should slow it down because some people may not be

able to follow this pace. I think that I could have made the examples for classwork a little more

challenging, instead of just multiplying by a number, maybe I could have given an example with

a polynomial or a variable to challenge students (13:25).

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