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    Observation 1 Reflection

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    Florida De Leon
    The teacher reflected on a choir lesson where she intended to have students sing and discuss different verses of a piece, but ended up analyzing the entire piece before having students sing. [1] The students' phrasing improved by the end of class, showing they learned, but following the original lesson plan of discussing and practicing each verse separately may have been more effective. [2] The teacher recognizes she should have stuck closer to the planned activities and assessments. [3] The classroom environment of respect and rapport between students contributed to their willingness to share ideas, which supported learning. [4] In the future, the teacher would follow the original plan of separate discussion and practice of each verse, and incorporate additional discussion techniques.

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    Observation 1 Reflection

    Uploaded by

    Florida De Leon
    83 views2 pages
    The teacher reflected on a choir lesson where she intended to have students sing and discuss different verses of a piece, but ended up analyzing the entire piece before having students sing. [1] The students' phrasing improved by the end of class, showing they learned, but following the original lesson plan of discussing and practicing each verse separately may have been more effective. [2] The teacher recognizes she should have stuck closer to the planned activities and assessments. [3] The classroom environment of respect and rapport between students contributed to their willingness to share ideas, which supported learning. [4] In the future, the teacher would follow the original plan of separate discussion and practice of each verse, and incorporate additional discussion techniques.

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    The teacher reflected on a choir lesson where she intended to have students sing and discuss different verses of a piece, but ended up analyzing the entire piece before having students sing. [1] The students' phrasing improved by the end of class, showing they learned, but following the original lesson plan of discussing and practicing each verse separately may have been more effective. [2] The teacher recognizes she should have stuck closer to the planned activities and assessments. [3] The classroom environment of respect and rapport between students contributed to their willingness to share ideas, which supported learning. [4] In the future, the teacher would follow the original plan of separate discussion and practice of each verse, and incorporate additional discussion techniques.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    83 views2 pages

    Observation 1 Reflection

    Uploaded by

    Florida De Leon
    The teacher reflected on a choir lesson where she intended to have students sing and discuss different verses of a piece, but ended up analyzing the entire piece before having students sing. [1] The students' phrasing improved by the end of class, showing they learned, but following the original lesson plan of discussing and practicing each verse separately may have been more effective. [2] The teacher recognizes she should have stuck closer to the planned activities and assessments. [3] The classroom environment of respect and rapport between students contributed to their willingness to share ideas, which supported learning. [4] In the future, the teacher would follow the original plan of separate discussion and practice of each verse, and incorporate additional discussion techniques.

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    Download as pdf or txt
    of 2

    Formal Observations

    Reflections on a Single Lesson

    Name: Jessica Huey School: Manhattan High School

    Grade Level/Subject Area: Varsity Choir Date of Lesson: 09/04/13


    (The following form is adapted from Danielson, 1996, and the KSU Student Teaching
    Handbook)

    1. As I reflect on the lesson, what did I do to actively engage the students? How do I know?

    I knew students were engaged because they were thinking critically and actively
    participating in the discussion. They would have been more engaged if I did less talking
    and stuck to my lesson plan of discussing one verse and trying it, then discussing the next
    verse and trying it.

    2. Did the students learn what I had intended (i.e., were my instructional goals and
    objectives met)? Were my instructional goals and objectives met? What is my evidence?

    Students learned what I intended because their phrasing was much improved by the end
    of class. It would have been more effective though had I asked students to apply their
    new ideas immediately after each verse (as written in the plan) instead of making them
    wait until we got through analyzing the entire text.

    3. Did I alter my goals, strategies, activities, student grouping and/or assessment as I taught
    the lesson? If so, what changes did I make and why did I make these changes?

    I altered my activity as I taught the lesson by analyzing the entire text before I had
    students sing it. This was not an effective change, nor was it intended. I got so excited
    about sharing the article with the students, I just kept discussing it with them and before I
    knew it we were on the last verse.

    4. Were my strategies and activities effective? What is my evidence?

    My strategy was effective because the students’ phrasing was much improved by the end
    of the class period. It would have been more effective if I had followed my plan and had
    students apply their ideas immediately instead of waiting.

    5. To what extent did the classroom environment (Respect and Rapport, Culture for
    Learning, Classroom Procedures, Encouraging Appropriate Student Behavior, and the
    Physical Environment) contribute to student learning? What is my evidence?

    The respect and rapport in the classroom between myself and the students and the
    respect students had for each other made students feel safe to share their ideas and
    feelings about the piece with each other without fear of what anyone else might say or
    think. The environment made students much more likely to share, which contributed to
    student learning in this lesson.

    6. Was my assessment effective and useful to my students and me? Describe an instance in
    which my feedback positively affected a student’s learning.

    Although my assessment for this lesson was only informal, I was able to hear a
    substantial difference in phrasing from the rehearsal before. I tried to give specific verbal
    feedback to guide them in the direction I wanted them to go and praise them as they
    improved.

    7. If I had the opportunity to teach this lesson again, what might I do differently? Why?

    If I had the opportunity to teach this lesson again, I would have followed my lesson
    plan and given students the opportunity to sing after the discussion of each phrase. I
    would also incorporate Think-Pair-Share as a way to get even more students involved
    in the discussion.
     

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