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Lesson Review Lesson Four ECED 329 Name: Amber Jordan Todays Date: March 24, 2013 Lesson

Topic: Patterns Everywhere Date of the Lesson: March 22, 2013

State one objective and describe the ways in which your students met that objective. After students have been given a lesson on patterns, they will be able to successfully create more complex patterns such as AAB, ABB, and ABC patterns. They will also have a better understanding of patterns in the environment. The students were able to identify these patterns on the smart board activity as well as completing the pattern sequence. They also made their own pattern ice creams that consisted of ABC or ABB patterns. 1. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. The lesson was sequenced to fit the students regular schedule of each day. The lesson started out as a whole group. In the whole group instruction, the students participated in a whole group discussion about patterns. They were able to look around the room and find different patterns. Next, the students usually have an interactive reading time. We read Patterns Everywhere by Kari Jenson Gold. The students were able to pick out different patterns as the book was read. After reading the book, we discussed the different patterns that were in the book and looked around to see if we saw anymore patterns. The students participated in a pattern activity on the smart board to get them engaged in the lesson. The students had to tell me what color went next to finish the pattern sequence. After this was finished, we separated and went to centers and five students were at my table to start off with. In small groups the students made their own pattern ice creams to represent more complex patterns.

2. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. I use whole group and small groups to implement the lesson. The whole group allows the Students to learn the new topic as a group. The small group time allows children to practice and reinforce what was learned in the whole group instruction. I use this grouping because this is the students every day routine. The students know to start off the day with listening and being quiet. As the day goes on they are in a center which allows them to work individually as a student. I believe the whole group also gives structure to the classroom. The students are all with the teacher and the teacher can distribute more learning at one time. In small group instruction, there is more one on one time which still distributes learning but it is one student at a time. Whole groups and small groups allows teachers to get things done easier and more learning is happening at the right times.

3. Describe one way in which you addressed the individual needs of one child or a small group of children. Planning a lesson requires thinking about students as a whole and individually. When I plan my lesson I am sure to incorporate different times when I can work with students as a whole or with students individually. As I pick my students for my table, I try to pick higher level students to be grouped with lower level students. This helps me to focus on each child when they are at my table. The higher students do not need as much help so my attention can be focused a little more on the lower levels. The lower level students need more help and I can help them as well as the higher students. In this lesson, I was able show the lower level students the correct ways to make a more complex pattern such as ABC. I instructed them step by step so that they would understand the concept. They were told what to do and I believe that helped reinforce learning the patterns. After the craft was made I showed them what made their ice cream an ABC pattern and then they showed me the different colors that made a pattern. This made sure that they were able to understand patterns.

4. If your management of the lesson presented difficulties, what were they and how did you handle them? During my whole group instruction, the students would blurt out different patterns throughout the book. Instead of having the students tell me different patterns throughout the book, I should have told them not to point out the patterns. It was really a distraction to other students who were trying to listen. By the end of the book, I had told students to be quiet and that we would discuss all the patterns in the book at the end. This way all students could listen to the book, hear it, and understand it better.

5. Describe your assessment process and the ways in which the process provided/did not provide you with an accurate evaluation of how well the children learned the content. The assessment process allowed me to gain information from the students that helped me to plan my lesson better. The pre-assessment showed me that the students understood basic AB, AB patterns. My teacher thought that they needed a lesson on more complex patterns. The assessment showed me what they understood and I was able to plan a lesson from that. The during-assessment gave me information on whether or not they understood the story. It also helped me to remember what students gave thoughts and ideas about patterns as well. The post-assessment really gave me the evidence that the students gained knowledge through the lesson. When students created their ice creams with little help allowed me to see that the students understood what complex patterns were.

6. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. My lesson addressed several developmental realms of the students. They were able to use their fine motor skills when coloring their ice creams. They were able to be auditory, kinesthetic, and visual learners throughout my lesson. The whole group lesson presented all three learning styles. They were able to hear and see the book as we read through it. They were able to create their own ice creams which

allowed them to be kinesthetic learners. They were able to feel and touch the paper as well as see the patterns on the paper. They were also given the chance to give their opinion of what came next in the patterning sequence activity on the smart board.

7. Identify the dimension of multicultural education (i.e., James Banks notion of content integration, knowledge construction, prejudice reduction, equity pedagogy, or empowering school culture) that was most critical for you to consider as you taught this lesson. Why do you believe your chosen dimension was most important for this learning experience? Each lesson I have taught, I have planned to create each student equally no matter what race or gender. I believe that everyone should have the opportunity to have a good education. I love working with my Spanish students. I love their accents and how smart they are. When I plan my lesson, I plan it to make sure everyone will be capable of doing it. I think about each of the students backgrounds and how they are developing. I know to plan things that are not too easy and not too hard for the students to do. I have observed and know what each childs limits are. I always try to make lessons to something that the students are familiar with and can relate to no matter what race or gender they are.

8. When you teach your next lesson, what teaching strategy will you work to improve? When I teach my next lesson, I will work on my small group instruction. I believe my small groups went well but I think I need to be more consistent with my instructions with each group that comes to my table. Some students would go ahead of everybody and they would mess up a little. I think I could work on keeping the students working as a group to reduce the distractions and from messing up their activity.

9. How would you rate your implementation of this lesson? Very good Satisfactory Fair

Why would you rate your lesson this way? I would rate this lesson satisfactory. Everything in the lesson went smooth and as planned for the most part. I feel like I could do a better job at whole group instruction. While standing up there I forget what Im trying to say and choke up. I think I should work on my presenting skills and I would have a much better lesson. I also rated this lesson satisfactory because, I know I am in a learning process and I know that I can do a much better lesson.

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