Instructional
Decisions/Teaching:
o In teaching this lesson, I
discovered that a greater time allotment would improve its effectiveness. In
acting as a facilitator, I realized that the students’ favorite part included
illustrating and sharing their finished poems. This group of learners would
have appreciated additional time in the share and illustrate portion of the
lesson.
o I maintained alignment to
the objective and goal by following my lesson plan that was created from an
Arizona Academic Language Arts Standard. I built my lesson in a way that helped
each student accomplish the objective.
o I modified the lesson to
meet the individual needs of my students by allowing them to use dictionaries
and multiple words per line. Although it was not an issue for this group of students, in order to meet the individual needs of future students I will change the third criteria portion of my rubric. This portion lists a specific number of words required for each criteria level. This could present an issue if the student had a shorter name. In the new and improved rubric I will use more appropriate measurement terms, such as none, some, and all.
Assessment of Learning:
o Each student’s final
product, or acrostic poem, is evidence of his or her individual level of success
in achieving the lesson’s objective.
o Overall, I was successful
in teaching this lesson. I feel this way because I would only make minor
changes to the lesson, such as allowing more time for sharing and illustration.
My students enjoyed the lesson and I had fun teaching it. Also, every student
accomplished the objective and received full points.
o Each participant completed
a survey form and expressed their ideas of the lesson’s strengths and
weaknesses. Their comments reflected my thoughts on increasing time allotment.
Students’ answers also communicated that overall, the lesson was effective and
engaging.
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