Geometry Attributes Reflection

Hannah Woodrum

Drexel University

11/12/19
 The lesson I taught came from our geometry unit, and focused on the attributes of 3-D

shapes. Students were to study a specific shape given to them and identify their attributes, and

then share with a friend. After a portion of those were shared with the class, students completed

an individual task of drawing a structure using three 3-D shapes, and correctly identifying and Commented [W1]: 3c: Engaging students in learning

labeling the attributes of all the shapes and the shapes themselves on their paper.

Instruction

Students began on the rug for a lesson, a Think, Pair, Share, and instructions before

moving onto the activity. They were each given a 3-D shape to study and told to think about the Commented [W2]: 3c: Engaging students in learning

attributes of this shape. Then, they were to Think, Pair, Share with a partner and learn the shape Commented [W3]: 3b: Questioning and discussion
techniques
and attributes of the shape of their partner to possibly be shared with the class. A few volunteers Commented [W4]: 3c: Engaging students in learning

told us the name of the shape of their partner and what the attributes of that shape were. I took

volunteers of students who had varying shapes so as to not have all the same responses, and took

questions and suggestions from the class when students may have mis-stated the name of a shape Commented [W5]: 3b: Questioning and discussion
techniques
or attribute. The shapes used were written on a chart at the board by me, followed by their Commented [W6]: 3d: Using assessment in instruction

corresponding attributes given to me by students.

After this, students were sent to their tables where they found a bag of 3-D shapes and

blank paper. Students were told to build a structure using three shapes, and then draw their Commented [W7]: 3c: Engaging students in learning

structure on their paper. After their drawing was complete, they were to correctly label the

attributes shown in the drawing on the shapes, and also write the names of the shapes used at the

top of their paper. Once the drawing and labeling was finished, students returned to the rug for a

few volunteers to share their drawings, and received “glows and grows” from their classmates on Commented [W8]: 3d: Using assessment in instruction

what they did well and what could be improved upon.

Feedback
 In previous lessons, I’ve been told I need to give more concrete directions on the

expectations of the assignment, and to have more solid assessment. For this assignment, I

ensured I explained the directions very clearly, and checked for understanding before sending Commented [W9]: 3a: Communicating with students

students to complete the assignment. Looking back, I could have also had the students repeat the

directions to a partner to ensure understanding even further. Also, in terms of assessment, I

created varying levels of assessment to ensure it was complete. Students assessed their peers of Commented [W10]: 3d: Using assessment in instruction

volunteers on the rug after the assignment, and then I assessed students individually by checking Commented [W11]: 3d: Using assessment in instruction

for accurate labeling on their papers afterward.

Domains

In the first domain, preparation and planning, I did quite well. I used guidance from our

math curriculum book and decided I wanted students to have the chance to incorporate some art

into their math. I constructed a lesson that involved group and partnering work on the rug for

review of information they had learned previously, and then created an assignment for students

to work independently but in a fun way. Students were able to show their understanding of the

lesson through their own creativity.

Domain two, the classroom environment, was much better than it has been in the past. I

think this has to do with me being more concrete in my directions and reminders of expectations Commented [W12]: 3a: Communicating with students

throughout the lesson. Students remained engaged and focused on the rug, and I set up their

transition to their tables in a way that left little room for error. Having the students return to the

rug was a bit more chaotic because students were excited to show their work, and I did not call

them over in any particular order, but they were able to settle down nicely and focus back once

they all arrived to their spots. Overall, I had no real behavioral issues during this lesson, and I do

think that’s a reflection on how clearly I set expectations throughout.

 For domain three, instruction, I think I did the best I’ve done in a while. I clearly stated

the objectives and tasks at hand, and frequently checked for understanding. I allowed students to

work together and independently so they had varying opportunities for learning and

participation, and students had a lot of opportunities to volunteer and help teach their classmates. Commented [W13]: 3b: Questioning and discussion
techniques
I tried to let the students take the reins a bit, as much of this was review, and it’s beneficial for

students to have a different way of learning and listening that involves their peers rather than just

their teacher talking at them all the time. Because students were able to build and draw their

own structures, they didn’t feel like they were doing math when in fact, they were learning

valuable techniques and geometry skills.

In the final domain, professional responsibilities, I made sure everything was complete

and ready before my lesson. I presented the lesson to my CT beforehand to be sure he approved

of it and to take any changes he may have suggested. I also had all the materials ready to go

before the lesson started to ensure smooth transitions.

Goals

In future lessons, I want to expand on my expectations and clear directions even more.

As mentioned above, I want to have students either repeat back to me the instructions, or have

them repeat them to a partner. I also I want to create smoother transitions by having designated

students be “monitors” for their table’s behavior when moving to and from the table – perhaps to

be rewarded with tickets. In terms of math, I want to continue to build on my assessment

strategies, and do more of peer-to-peer assessment in conjunction with my own assessment.

Conclusion

Overall, I would give myself a solid 9/10 on this lesson. It was really one of my best

because of my preparation, my clear directions, and the creativity I used. Students had so much
fun and did a fantastic job with their drawings and labeling. They really showed me they knew

their shapes and attributes, and proved that they are well on their way in geometry. Geometry is

new and hard for students, but being able to give them more creative assignments that still check

for validity and understanding are so valuable.