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Live Lesson Reflection

- The lesson aimed to teach students about different types of stages and their components through research and interactive activities. The younger student struggled with staying focused during the research but engaged during the interactive stage directions activity. - For future lessons, the instructor would provide more structured research support and switch the order of activities so the interactive portion was first to build confidence in the younger student. More modeling and separated answer guidelines would also be implemented.

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70 views4 pages

Live Lesson Reflection

- The lesson aimed to teach students about different types of stages and their components through research and interactive activities. The younger student struggled with staying focused during the research but engaged during the interactive stage directions activity. - For future lessons, the instructor would provide more structured research support and switch the order of activities so the interactive portion was first to build confidence in the younger student. More modeling and separated answer guidelines would also be implemented.

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api-293994881
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Kranick 1

Live Lesson Reflection


Mike Kranick
Professor Reilly
Field Experience II
19 May 2016

Kranick 2
1. Before teaching any lesson, you have "expectations" in your head. How did the lesson meet your
"expectations"?
My expectations for this lesson was to create as much of an active as well as an interactive learning
environment as possible. My initial thoughts for the lesson relied mostly on direct instruction. The first
lesson plan I had written was based strictly off of direct instruction so it is understandable that this type of
instruction became my typical fallback and go-to method. I chose to deviate from this type of instruction
because there is no dialogue or interaction present; rather, it is one-sided from the teacher attempting to
impart knowledge upon the students. I decided to create a worksheet and use computers in order to for
the students to perform research and discover the answers for themselves. This met my expectations for
the lesson because after the students divided up the materials on the worksheet, they shared their
knowledge with each other in a miniature jigsaw activity so they each student received all of the
information. The next way I made the classroom an interactive and active environment was the taping of
the proscenium stage and allowing the students to discover the different areas of the stage. This was
achieved by designating the students to be directors and directing each other to different locations
onstage. Both students seemed to have a fun time directing each other and made for a fun class.
2. What do you feel is the most difficult part of differentiation in both planning and delivering the
lesson? Now that the lesson is over, do you feel you accommodated for both students? Why or why
not?
The most difficult part of differentiation in planning was creating the best way to facilitate the younger
students learning while still maintaining high interest level. I knew the older student would not have a
problem with direct instruction, but the younger student would probably not gain a full experience
through lecture. This is why I chose to have the students perform independent research to later share
through collaboration. However, as a result of delivering the lesson, I noticed the younger student
became easily distracted while using the computer. This meant I had to keep him on track by reviewing
the answers he had and seeing where he could add more. After guiding the younger student, I would
check on the older students progress, who wanted to write more than enough information and was not
having any real trouble. Now that the lesson is finished I feel I accommodated to both students because

Kranick 3
of the instructional guidance during the research aspect as well as the second half of the lesson with
learning the different areas on the stage because, especially with the latter half, both students were fast
learners.
3. What was your objective(s) for the lesson? Do you feel like you achieved your objective(s)? How
do you know?
The objectives read as followed: Students will be able to identify different types of general stages
(proscenium, arena, blackbox, thrust) by looking the stages up, and drawing them both on paper and
taping the stages on the floor, Students will be able to identify the different positions of the stage (stage
left, stage right, center stage, etc.) after instruction of the different areas of the stage, moving to the
different areas of the stage, as directed by me, and finally by directing/being directed by their classmates
on where to move onstage, and students will be able to define the term "ground-plan" (in their own
words) after creating their ground-plans of each stage by drawing them on their worksheets and taping
them down on the floor.
I believe I achieved my objectives because the students completed the worksheets, justified their answers,
moved to the correct areas onstage during assessment, and drew out ground plans on the worksheet and
the floor.
4. Do you feel you challenged both students? Was there a part of the lesson that you realized was
too difficult and/or too easy? Was there a part of the lesson that you felt didn't work the way you
meant it to?
I felt challenged in keeping the younger student on task. Looking back on the lesson now, I should have
switched the half on learning the different areas of the stage to the beginning half because it was the
easier half. This could have been a nice confidence builder for the younger student who seemed to
struggle with the research component due to boredom, distractions, or lack of confidence. Overall, I felt
the lessons worked well as a whole, but the research just took a bit more time than I had wanted.
5. What adjustments could you make if you were to do this lesson again?
If I were to do this lesson again, I would provide more modeling for the research component of the lesson.
I would have provided more links to where the information was located rather than asking the students to
use google and Wikipedia. I also would have separated the answer section into components for exactly
what the answers should have been.

Kranick 4
6. One thing I didn't consider until watching the lessons is participation/interaction. In my
experience, lower ability students tend to shy from participation & interaction, especially when
they're not sure of answers. Did you experience this during your lesson at all?
This could have been why the younger student was struggling with the research component; however, it
was difficult to say because he finished researching faster than the older student. Although his answers
were minimal, they had most of the information required to at least partially answer the questions. I also
found that the younger student would not participate if his father was present.
7. Did one student tend to participate more than the other?
The older student definitely participated more than the younger, but this occurred mainly in the research
component of the lesson. As soon as the students were on their feet and onstage, the younger student
almost dominated the classroom experience.
8. Is there a way you can account for this?
I believe I accounted for this by making latter half of the lesson interactive and allowing more control of
the lesson from the students.

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