Sophia Tremont

EDUC

Fall 2018

SIOP Lesson Reflection Questions

1. The pre-teaching session is a little less formal than an actual lesson, and usually does not

involve the "whole" class. However, do you feel that spending a little bit of time on your

upcoming content is beneficial to the students? To you as the teacher? Please explain in

a paragraph.

Spending a little bit of time on upcoming content is definitely beneficial to the students,

especially those who lack background knowledge of the subject or struggle with the material.

Pre- teaching allows the students to gain the background knowledge and information they need

to fully understand the lesson. It is also a good way to avoid overloading the students with

information during one lesson. By pre-teaching, the students have time to let information sink in

before learning the majority of the material. Pre-teaching is also beneficial to the teacher because

it is more likely the students will understand the lesson if they are given background information

beforehand. This reduces the possibility of needing to reteach a lesson and will help the students

to better understand, which is always the goal of a teacher.

2. Now that you had an opportunity to deliver your pre-teaching session, would you do

anything differently if you had the chance to do it again? If you wouldn't change

anything, why do you think you used your time effectively? Please answer in a couple of

sentences.
 I would not have changed anything because I felt it effectively taught the students the

necessary vocab they need for the lesson. I felt that it was effective because the vocabulary

words were clearly defined and explained on the board with visuals to assist them. We also

emphasized the most important things that the students would need to remember for the

upcoming lesson.

3. Do you feel that interaction is important during the pre-teaching session, or rather is it a

time to simply present information that may help the students in the upcoming

lesson? Please answer in a couple of sentences.

While creating opportunities for student interaction is always helpful for students

learning and engagement, during the pre-teach I do not think it is necessary. I think the pre-

teach is most importantly a time to give the students information that will help them during

the lesson. If interaction is part of doing so, then it should be included, but if the information

is simply vocabulary, then presenting them the words is enough.

4. Did you achieve both your language and content objectives? How can you be sure?

I achieved both the language and content objectives during the lesson. I know this

because the students completed the “snow ball” writing activity at the end of the lesson in which

they wrote down the answer to a question that we asked. They then read the answers aloud so we

knew that all the students understood the lesson. This covered the language objective. I know

that the content objective was also covered because the students correctly completed the hands-

on activity in which they had to show the correct Lewis dot diagram of different elements.
 5. Do you feel you "immersed" the students in the vocabulary? Based on your assessment,

did the students have their own understanding of each of the vocab words?

I think that we did immerse the students in the vocabulary by going over it multiple

times. We displayed the words on the slides with pictures and definitions. We also played a

video that reinforced the vocab words, and then explained them again in our own words. Based

on our assessment, the snow ball writing activity, every student had a good understanding of the

vocab words. We had all the students read what they wrote at the end of the lesson and each

student had the correct definition and understanding.

6. Do you feel you had enough interaction, a chance to apply the language/content with

other students? Why or why not?

I feel that we did have enough interaction because we had multiple opportunities for the

students to come up to the board. We also gave each student their own periodic table to follow

along with during the lesson. During the activity, we walked around and asked the students

questions. The students were also able to interact with each other during the hands on activity

and snow- ball writing activity.

7. What are three aspects of the SIOP process that you find effective and truly need to be in

your lesson plans (especially if ELLs are present)?

I think that the three most important parts of the SIOP process are building background,

comprehensible input, and interaction. Building background is essential for students, especially

ELLs, to fully understand the lesson. Comprehensible input creates opportunities for hands on
learning and integrates materials that enhance the lesson. Interaction is also important because

this gets the students talking and asking questions.

8. Looking back on your pre-teaching sessions now that you completed the lesson, what is

one thing you would have done differently? Why?

I would have pre-taught the vocab word "valence electron” because that was the most

important concept to understand in order to correctly draw the Lewis dot diagrams. I would have

also given the students a worksheet to copy down the definitions we gave during the pre-teach

session so that they could have better remembered them.