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Implementation:
Reflection and Analysis
College of
Educati
on
Childhood Education & Literacy
Studies
The Reflection
1. What aspects of your lesson were implemented differently than
I thought that when I pulled the students with autism, they were not going to speak
as much and really comprehend what I was trying to teach them, but they did. I
have been working with these students for some time and when they were talking
2. If you were going to teach this lesson to the same group of students, what
would you do differently? Why? What would you do the same? Why?
If I were going to teach the same lesson to the same group of students, I would be more
specific with my directions for when I was with my individual groups, so they wouldnt
yell out questions or answers. In the video for 00:15:13, I really liked that I was able to
very specific with my directions for the students so they know exactly what to do.
I was surprised when I looked upon my video and saw that my students were so
well behaved and really focused on the problems to get the right answer. I
differentiated for two of my students because they understood balancing out two
equations, one side has to balance the other side. I gave them three equations to
balance out and they were struggling a bit, which made me see that they are
learning.
Time Celebration/Struggle/Question: Claim about teaching practice
0:28:2 The four students that I was working Working one-on-one with the
5 with were really trying to understand the students are helping so they can
concept and getting the answers. stay on track and learn the
concepts that wont go over their
head.
The Analysis
1. To what extend did the students learn what was intended? How do
you know?
I was focusing on how specific I was being when giving instructions to complete
the lesson. I made sure that all students knew what they were doing. Breaking my
students into groups of 3 and have them work in pairs really help because they
have a low attention span. They need to be engaged and active. I passed out the
materials and the students knew what their jobs were. They materials for the
lesson were equations for all students but different equations for all. I used
enrichment when giving three equations to a pair of students so they can balance
out each. All students had to use accountable talk and use stems such as: I agree
with you because, I disagree with you because, the statement is true/false because.
objectives?
Not a lot of students were struggling because we were on the same topic for a
week and we used balance scales to help students see that one side of the
equation is the same as the other side. We also used manipulatives to show
the balance between equations. The students that struggled were students that
have autism and a processing disorder where they cant process what they see
or hear fully. These students need one-on-one instructional time to grasp the
concept.
4. Based on what happened in this lesson, what are the next steps? What
do you plan to teach next to this class? Be sure to explain how you will
For my next lesson, the curriculum guide is calling for place value. So showing
students how to count by 1s and 10s is first. Then I will teach them to count in the
middle. For example: students will have a number, 94 and then count onward, 95, 96,
97, etc. Incorporating group work, speaking into a pretend microphone and then
shouting the answer, picking students that were not paying attention are all ways to
differentiate and engage students. Also, using the same concept of balancing out two
equations, find the missing number in one of the equations, and balance and find the
and critique the reasoning of others. Students had to use accountable talk. This means
that students had to use stems like: I agree/disagree with Johnny because___, or How
can you show your problem a different way? These help students speak to each other and
had to model with mathematics using a number line, linking cubes, students could use
their fingers, and draw circles to help solve the math problem. These were some ways
that students could visualize their thinking and show their work.