PST self evaluation

Lesson 2, Integration 30/4/19 (Class 1)

1. Lesson Outcomes Met / Not Met
What evidence do I have of this?
Students were able to complete set questions (minimum 1-4)
2. Teaching Strategy Was this Effective?
Effectiven Explicit Instruction needs improvement
ess of
teaching
strategies General Comments:
used Continue to develop explanations that are structured and scaffolded for student
understanding - mentor advice that this will develop overtime and with face to face
teaching time

What will I try or repeat next time?

1. Improve questioning technique by the breakdown of concepts further
2. Show more steps to solving problem when demonstrating examples on
whiteboard

3. Effectiveness Strategy Was this Effective?

of classroom 1.Moving around room to be available to answer questions and offer support
management Yes / No
strategies on 2. Asking students if the are gaining confidence in solving problems and clarifying
student misconceptions
behaviour and Yes / No
emotional 3. class led drill/examples to encourage students to develop confidence in steps of
wellbeing problems
Yes / No

General Comments
I didn’t feel that (3) was effective as students appeared confused and seem to lose
interest when not sure.

What will I try or repeat next time?

1. Not change concepts so abruptly - eg go from antiderivative and back
differentiation then again to integration
2. Did not mention INDEFINITE integrals when discussing correct notation.

4. Effectiveness of Curriculum content learnt Yes / No

task design and
content for student By whom? All/ Most/ Some / None What
learning
worked well? / What will I try next time?

Demonstrating skills for integration worked well, allowing time for

students to practise and ask questions

 5. Accommodations How effectively did I meet the learning needs for students with special needs
or adjustments and abilities in this class?
for students with
special needs Very / somewhat /not at all/I don’t know
and abilities
What do I need to do to better meet the needs of all learners next time?

6. Assessments Assessments approaches used

1. Class discussion to summarise previous lesson
2. 5 drill problems to practise skills learnt in previous lesson
3. Close observation of students approach to the first 4 problems in the exercise

Were these effective in determining what students learned today?

Yes
I was able to quickly ascertain that they could say the steps to find antiderivative
however, struggled to demonstrate this. Henc giving the 5 problems to revisit. The
students were able to complete these problems with guidance and clarifying
misconception/misunderstandings

Did they identify any misconceptions related to the content?

Yes

Did they enable me to measure individual progress? Yes /No

Did they enable me to measure my effectiveness as a teacher? Yes/ No

What assessment approaches will I use next time?

Less instruction/summary time, move on quicker

Verbal feedback from Trevor

1. Presentation on whiteboard- write larger and allow room to add in solution

2. Show extra steps (breakdown further) when demonstrating with examples - allow students to see patterns to
solving before writing simplified answers
3. More practise problems next lesson, work toward formative assessment to check for understanding ?late
next week, after definite integrals
 SAMPLE LESSON FEEDBACK PRO-FORMA
For Mentors, Coordinators or University Liaisons
Name of Pre-Service Teacher: Lisa Majetic Date: Tues 30/4

Curriculum Learning area: Unit Year level:12

integration
Lesson/ learning focus: basics of integration
Preparation: (Lesson plan provided, used appropriate resources, was well organised, learning outcomes were made visible to students,
suitable adjustments provided for varied learning abilities, use of technology, flexibility etc. )

All good.

Presentation: (Appropriate tone for the lesson and audience, well sequenced, scaffolding provided, effective use of questioning, clear
explanations, resources accessible for all learners, friendly, relaxed, good pace, built in thinking skills, reflection and consolidation etc.)
Well prepared.
Sequence was good. Bit of hesitation due to nerves, Scaffolding needs more steps so students can follow the procedure and process. This
also helps student confidence as they are doing same procedure each time. Simplifying answers can involve many techniques and some
students struggle to see how you get to the answer.

Content Knowledge: (PST had strong knowledge of the learning area from the Australian Curriculum)
Knowledge of integration is ok but with nerves some concepts can be mixed up. With more practice working on the
whiteboard should help. Solving on a whiteboard vs with pen and paper are different. When I first started out, I also
suffered metal blocks when solving problems on whiteboard.

Managing student learning: (addressed prior knowledge, assessed for misconceptions, provided constructive and timely
feedback, used suitable teaching strategies, set learning to appropriate level of challenge, offered timely support, reinforced growth
mindset etc.)
All good

Managing student wellbeing and behaviour (demonstrated fair and consistent practices, used prompt corrective feedback,
noticed appropriate/inappropriate behaviours, remained calm, provided clear behavioural expectations, showed empathy etc.)
All good

General Comments and focus for next lesson:

Stick to procedures for solving integrations. Always write none simplified answer first (students can easily follow
procedure) then simplify your answer. Keep your numerator and denominator clearly in correct positions (helps
students understand answers, also showing correct working for SACE exam at end of year.
Feedback given by: Date:1/5/19
Trevor Clarke