TASK 5: Daily Reflection Template

DA
Y

INSTRUC
TIONAL
STRATE
GY
Interactive
Instruction

FORMATIVE
ASSESSMENT

B1: Introduce concept

by using a power point
math lesson on
factors/multiples and
prime/composite
numbers. Students are
randomly called upon
to use the interactive
power point to answer
questions.

REFLECTION
(Did it work? Why or why not?)

C1: The instructional strategy of interactive instruction used

on day 1 was extremely effective. The students are used to
this type of instruction, especially for math. Considering
math to be one of the most complicated subjects for most
students, I always plan lessons to be engaging and active for
the students. We also do math first thing in the morning, so
it is vital to have the students actively participating in the
lesson. However, you are of course going to have those few
students who are going to drift off at some point during the
lesson.
C2: By viewing my video, I can pick out my students that
have drifted off. However, those were the students I
expected, too. Instead of just allowing them to sit during
instruction time and be off task, next time I teach this lesson,
I will give those students a graphic organizer to keep them
on task. I will also ask them questions frequently to ensure
participation.
C3: Today students were introduced to the topic of
multiples/factors and prime/composite numbers. For the
most part, I am pleased with how the lesson went with the
students. I can tell just by my teaching, assignments that
were given, and re-watching my video that factor pairs are
going to be the most complicated challenge for students
during the unit. The majorities of students were actively
engaged throughout the lesson and were comfortable with
sharing their own ideas and ways of thinking to find answers.
I had some students I noticed throughout the video who were

MODIFICATIONS
FOR NEXT DAYS
PLANS
(Where do I go
from here?)
D1: The biggest
disappoint that I
have for the
instructional time
during my lesson is
not having ALL my
students engaged,
involved, and
actively
participating
during the lesson. I
know that it is
extremely
complicated to
grasp the attention
of all students at
once, but it is
something that I
need to work on.
However, I am
privileged to have
Tier II math time
where I can pull
those students
aside who were not
engaged during
the lesson and

Cooperativ
e Learning

B1: Informal
assessment; aware of
students nonverbal
communication during
YouTube video. Go over
a few problems whole
group before assigning
the worksheet. Teacher
continues to browse
the room as students
work in their teacherselected partners.

not engaged the entire time; they were at parts, but not for
the entire lesson. In the beginning of my video, you will
notice a female child to the left of me who is not engaged
whatsoever. The particular child lacks engagement in mot
subjects and is low performing.
The lesson itself was ready and well prepared. My materials
were set aside and ready days in advance, and by including
many different manipulative, I reached the majority of my
learners in the classroom. Higher level questioning is asked
throughout the lesson for an informal formative assessment
on how well the students are grasping the concept. The
academic language used throughout the video was accurate
and appropriate. By using content-rich vocabulary, students
are becoming exposed to the correct language that should
be used in mathematics.

work with them

one on one. I
pulled those
students aside
today to ensure
and revisit the
concept; tomorrow,
I will really be
aware of how
engaged those
particular students
are.

C1: Cooperative learning is always an effective strategy in

my classroom. It works well due to the fact that my students
enjoy hearing how their fellow peers solve a problem
differently than what they do. The students and I have a
mutual understanding of what is expected of them during
cooperative learning. They know if I see one person in the
group doing all the work that the group will be split up, and
they have to work individually. However, I have to be
cautious who I partner some students with, especially my
Focus Student 2. She has to be partnered with someone who
doesnt make her feel intimidated where she can solve
problems freely without embarrassment. Students worked
well with their peers while completing the worksheet.
C2: Students seemed to enjoy and participate more actively
in this lesson in comparison to yesterdays. The introduction
of a skill is hard to make engaging for the students, because
basically they are just sitting and learning a new concept. So
this lesson was a success with the students. We went over
the concepts after they viewed the YouTube video and then
they were able to display their new knowledge theyve

D1: Students were

actively engaged
and participating
throughout the
instruction and
cooperative
learning time
today. The majority
of my students
thrive in
cooperative
learning. By
hearing how other
students find the
answer or solve
problems, their
knowledge
expands. As I
browsed the room
during cooperative

Whole
Group
Practice

B1: Students are put

into teacher-selected
partners. Students use
Siri and Apple TV as a
whole class to generate
a random number
between 1-100.
Teacher formally
assesses student work
by completing a
checklist.

gained by completing a worksheet with a partner. Students

were anxious during the video; their nonverbal
communication told me they were ready to begin the
worksheet and show what theyve learned thus far.
C3: I am more pleased with todays lesson than yesterdays.
The more lessons I teach, I realize that the introduction to a
new skill or concept is always difficult to make for an
enjoyable, engaging learning experience for students. They
are learning a new skill, so they basically just have to sit and
receive the information. However, today was much more
engaging due to the fact they were able to watch a YouTube
video and work with a teacher-selected partner. As I
informally assessed students while partner work, they were
all on task and engaged for the most part. I had to re-direct
one group once, but that was the only time. Students were
asked higher order thinking questions throughout the video
to ensure understanding and content knowledge.

learning time, I
noticed a few
students who were
struggling slightly
with some of the
work. Tomorrow, I
will really have to
focus in on those
students during
the instruction
time at the carpet.
The majority of the
problem is getting
multiples and
factors confused or
just simply
struggling with
factor pairs.
Struggling with
factor pairs stems
from not knowing
their multiplication
tables.

C1: This strategy itself has been the most successful

throughout the unit. Students worked with a partner, but all
students were doing the same thing at the same time.
Therefore it was a problem displayed to the entire class, but
they were working with their teacher-selected partner. It was
a mix of partner work and whole group practice.
C2: For the most part, this lesson went well. As stated from
yesterday, students enjoy and thrive working with partners;
not to mention they loved being able to use Siri and the
Apple TV. For future teaching, I would arrange the students
to be closer to the whiteboard. When we were reviewing, I
noticed the further away from the whiteboard that they

D1: The students

grasped the
concept fairly well;
however, there are
those students who
seem to be a little
behind their peers.
Since tomorrow is
just post-test day, I
will review before
the post test to ask
for any

Individual
Assessme
nt

B1: Teacher informally

assesses students
during review before
the post-test. By being
aware of nonverbal
communication and
lack or participation,
teacher will be aware
of what skills need
reviewed more
critically than others.

were, the more off task they seemed to be. Next time I teach
this lesson, I will assign a certain area in the classroom for
each group.
C3: I thoroughly enjoyed todays lesson. It was of high
learning for the students and myself. The students were
engaged and hooked by the use of the iPad using Siri.
Students once again thrived in working with their peers.
However, this group setting seemed to be a little more
chaotic than yesterdays. With the groups trying to work out
the answers on their whiteboard as a partner set, more noise
and discussion was required. However, I really focused in
today for non-engaged students. In my video, you will see a
male student who is sitting right below me just picking at the
ground. This student does this constantly, but has
phenomenal grades. When I noticed him today, I decided to
call on him to regain his focus. I thought he wouldnt know
the answer, however I was incorrect. I learned today that just
because the student may not be listening the way you want
them to, learning the way you want them to, or sitting the
way you want them to does not mean they are not gaining
any knowledge from your teaching. All students can learn
and learn differently. Not one is the same

unanswered
questions so all
students feel
prepared and
comfortable when
they receive the
test.

C1: Students asked questions throughout the review;

students feel comfortable enough to ask questions on skills
and topics they may not know how to solve.
C2: This review was very informal and comfortable. Incase
there would be a student who may be embarrassed to ask
about a skill or concept, I went over all skills and concepts so
no student was left with unanswered questions.
C3: Students participated in the review. However, I noticed
some students were anxious and ready to take the test. They
have been preparing themselves all week and working
towards the test. Students were focused during the test. The
students that struggled during the test are the same
students who were not engaged throughout the lessons this

D1: No changes
necessary; formal
post-test today.

week.