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Lesson 1 Reflection

1. The author taught a lesson using a balloon activity induction that helped relate new concepts to something tangible. This reduced nervousness by providing material for discussion and assessment. 2. The author struggled with asking effective questions, sometimes giving answers away or asking questions that were too open-ended. Formative assessments need improvement. 3. To improve questioning, the author will write more direct questions and practice them to avoid awkward pauses from students unsure how to respond.

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Azizul Abdullah
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40 views1 page

Lesson 1 Reflection

1. The author taught a lesson using a balloon activity induction that helped relate new concepts to something tangible. This reduced nervousness by providing material for discussion and assessment. 2. The author struggled with asking effective questions, sometimes giving answers away or asking questions that were too open-ended. Formative assessments need improvement. 3. To improve questioning, the author will write more direct questions and practice them to avoid awkward pauses from students unsure how to respond.

Uploaded by

Azizul Abdullah
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Advanced Methods, Curriculum, and Assesment

John M. Berner
11/03/06

Micro-teaching Reflection
Lesson 1

1. I think my lesson went well because I was able to count on my set induction to
fall back on. As I was introducing new concepts, I would relate them to the balloon
activity which my students participate in. Having the activity in mind, there wasn’t the
worry of what to say in order to convey my point. The students had proof in front of their
eyes and could relate to what I was talking about.

2. I had some difficulty in asking questions. Sometimes, I would ask students


questions and find myself unintentionally giving the answer away before I gave them the
chance to answer. Sometimes, my questions were so open that I could have received
answers that weren’t on track with what I wanted, so I need to work on my formative
assessments.

3. In order for me to correct my formative assessments, I am going to have to go


back to my outline and write questions that are more direct. When I go to teach the
lesson again, I should review the questions several times to prevent the awkward pauses
from students wondering what kind of answer they should give.

4. In viewing myself on the tape, I surprised myself at how much I actually looked
and acted like a teacher. My activity was a great foundation for my lesson and took the
nervousness out of teaching because there was more interaction with the students. The
activity opened the class for discussion as well as assessment for the teacher. In fact, I
didn’t even realize that I was assessing the students until my lesson was over. Even
though I wasn’t taking grades, I was using the students’ feedback as a cue to continue and
build off of what they just experienced.

5. Although I felt my activity went well, there is always room for improvement.
Paying attention to the students’ reactions to my activity and analyzing why they may not
have reacted in a manner I intended would be a great place to start the improvements.
Instead of scratching the activity, I could modify it to possibly include more examples.

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