Running Head: FIELD WORK 1

Field Work

ITL 608

National University

Yvette Picon

June 29, 2019

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Field Work Assignment

Teacher: Mrs. Guzman

Subject: Geometry CP(College Prep)

Location: Southwest High School - Summer School

Lesson Topic: Points, Lines, Planes

Observation Overview

Before students walked in the classroom in her first-class period, I walked around to see

what was posted on the walls. On her Smart Board, she already had a slide ready with

instructions for students to follow as soon as they walked in. When students walked in, all of

them seemed to know the drill of doing things even though it was their first week with Mrs.

Guzman as their summer school teacher. This gave me the impression that Mrs. Guzman

probably spent one or two days getting students used to how instruction, classroom rules, and

routines were going to be. They all began with a warm-up activity. Mrs. Guzman gave the

students five minutes to open their journals to write their thoughts on what they thought a point,

a line, and a plane meant. They also had to draw what they thought those vocabulary words

meant. After writing down their thoughts, students had to pair with the person right next to them

and share what they wrote on their journals. After the warm-up activity, Mrs. Guzman filled in

Foldable notes together with the students. After Mrs. Guzman showed students how to complete

one of the examples, she gave them around 5 minutes to complete 3 more examples by

themselves or with their partner. As an activity, students worked on a Cut/Sort/Paste Activity.

They sorted out several mini cards into three categories: Points, Lines, and Planes. Towards the

end of that activity, students had to write a 2-3 sentence summary of how their thoughts changed
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from the warm-up activity to the end of the lesson. The last 5-8 minutes of class, Mrs. Guzman

began an end-of-class discussion, where students shared their thoughts.

Template for debriefing the teacher after the observation

1. May I see the learning plan for the lesson?

Mrs. Guzman has been working for more than 10 years. She didn’t have her learning plan

with her as a learning model on paper. She had a calendar on her computer, where she

had a bullet points of how the lesson was going to go.

“I have all Learning Plans in a binder in my classroom. Once you find a rhythm and get

more years of experience, all the learning plans will be engraved in your mind. While I

already know what works best for me in my teaching, my methods always evolve

because there are always new things you can try out that are better for the students.”

2. What plan model do you use?

“I have used the Learning Map Model for several years now. Like I said, this is

something that sooner or later you will do with your eyes closed. From the first day, I am

observing my students to identify those who have specific needs so that I can fit my

lesson according to them. I use the curriculum pacing guide to keep me on track.”

3. What was the class composition (specifically, how many exceptional, special need
and English learners?)

“Out of 31 students, I have four English Learners. I also have one student who has

learning disabilities and one student with ADHD. For these two students, I have their

IEP’s with specific accommodations for them.”

4. Did any students cause any concern for you? Why?

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“Students who I’m more concerned about are my students who have learning disabilities

because the parents have to be involved and motivating to their son or daughter. Those

students also have push themselves to want to learn. The reason I say this is because I

will do my best to meet their needs, but motivation from parents are a huge factor that ca

impact them.”

5. What were the lesson’s goal and objectives?

The goal of the lesson was to introduce students into their first lesson of summer school

with ease. Mrs. Guzman wanted students to bring in their prior knowledge onto the table

to first know what their initial thoughts were on points, lines, and planes. The objective,

titled as the Learning Target, was posted on the board: “Students will identify and model

points, lines and planes.”

6. Why did you structure this plan as you did?

“When students go into a math classroom, most of them are already getting stressed

because of how hard it might be. When I introduce a new topic, I want to make it as

understandable and interactive as possible for students to engage more easily without the

stress.” Instead of taking notes from a direct instruction point of view, I create foldables

that will engage students as we begin talking about the lesson. My lessons are teacher-

student led. After students understood the foundation of the lesson, I challenge them with

interactive activities and have them work in partners for collaboration and better

understanding of the material. Even though I teach math, I incorporate literacy activities

where students can get comfortable with sharing and explaining their thought process.”
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7. What are your favorite instructional methods and strategies?

“Always be prepared. Be prepared for every minute of the lesson. Using a giant online

timer that I post on the screen for activities helps me keep students active and productive.

Be consistent with your classroom rules. If students are misbehaving, be consistent with

the consequences that they were already warned about. Having great classroom

management is the best instructional method.”

8. Were all students engaged sufficiently?

“I had two to three students who were getting distracted very easily. The rest of them

were very engaged.”

9. Do you believe you achieved the lesson’s goal and objectives?

“The way I know if I achieved the lesson’s goal and objectives is through the checks of

understanding activities I incorporate. For example, the Ticket Out the Door Activity let’s

me know where my students are at by asking them specific questions on what they

learned.”

10. How do you evaluate the resulting student outcomes?

“I’m evaluating my students from start to finish. From the warm-up, to monitoring them

constantly, and lastly to the Ticket out the door, I can evaluate their progress in their

understanding. By tomorrow, I will begin the lesson with a Pop-Quiz to evaluate how

much they learned and retained.”

11. Are you satisfied with students’ work in the lesson? If not, why?

“Yes. If students are engaged and learning, it’s a great lesson for me.”
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12. What interfered with an effective lesson procedure?

“Classroom disruptions such as students not being prepared with their materials and not

paying attention to the Smart Board Instructions were my only interferences of today’s

lesson.”

13. Was your formative assessment effective?

“Yes, because all of my students completed their Ticket out the Door.”

14. What techniques do you believe are most instrumental for classroom management?

This question was answered in question 7. Consistency & Clarity can summarize Mrs.

Guzman’s answer for this question.

15. Could you improve your learning plan based on the lesson reflection? How?

“I could’ve given a pre-assessment quiz for future evaluation.”