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Williams Lesson Plan Reflection

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53 views3 pages

Williams Lesson Plan Reflection

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Lesson Plan Reflection

Melissa Williams

February 18, 2024

EDUC 4335 Issues of Professionalism


The actual process of planning the lesson went really well. Putting everything together

went smoothly. To be completely honest, the most difficult part was ensuring I completed every

section on the lesson plan template. It is not necessarily my favorite template to use, but it

definitely got the job done. When speaking to my university supervisor, she did tell me I did not

have to be as detailed in my writing on the actual lesson plan as I was creating more work for

myself. I was very confident and did not have to look at the plan during the lesson so I can

definitely shorten it up some. The one thing I did need to improve on was the lesson objective; I

am learning and improving on how to craft a lesson objective that focuses on the knowledge I

want the students to leave the class with versus the knowledge or activities I presented.

The lesson went absolutely wonderful and exceeded my expectations. Students were

extremely engaged. The delivery was spot on and the questions I asked the students incited them

to critically think about the material. The delivery of the lesson went exactly as I had planned. I

have pretty good projection when speaking so I had no issue with the students being able to hear

me. They responded well to the material and seemed very interested. One of the things I did

adjust from the first time I gave the lesson was increasing wait time after posing questions to the

class. I needed to give students more time to answer the questions I asked them. The first time I

was not giving them quite enough time to process the question and formulate a well-thought-out

response. I also allowed them to quickly discuss with a partner before making it a full-blown

classroom discussion to instill more confidence in their answers. The second time I gave the

lesson, I could tell a difference in student answers by simply increasing the wait time.

Integrating technology into the activities and assessment really seemed to be a hit with

the students. I created Padlet stations where they could participate using their phones; they love

any chance they get to be on their phones! Their answers to the prompts were thoughtful, fun,
and allowed them to show both their personalities and the knowledge they had learned. The

stations were probably the most effective part of the lesson because students had the chance to

participate in more of a hands-on way, collaborate with peers, and creatively craft answers to the

prompts.

I used a visible timer on the projector, so students knew how much time they had left at

their particular station. Once I saw students were finishing early, I modified time allotted to each

station to a lesser time. As I knew the students were already familiar with Blooket, I chose that as

my form of assessment. Students did well on the assessment, and I could use that data to gauge

exactly where they might need some extra guidance or instruction. That being said, I do think the

students learned the objective from looking at the results.

I really do not think I would do anything much differently next time. Every class is

different; therefore, I would make tiny adjustments as needed. For example, the time for stations

would depend on how fast and efficiently the students in that particular class work. Some classes

who have less confident students may need more chances to collaborate with a partner before

raising their hand to answer a question. All in all, the lesson felt like a win. Both the students and

I enjoyed it!

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