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Running Head: Domain 3 Reflection

Domain 3 Reflection

Kayla M. Gluchowski

Drexel University
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Domain 3 Reflection
Domain 3 Reflection

         For this assignment, I created an ELA lesson plan for my first-grade class in our virtual

setting.  After teaching the lesson, I reflected on the plan and the implementation.  While

reflecting, I considered Danielson’s Domain 3: Instruction, very closely.  In the following

paragraphs you will gain insight of this specific lesson plan, what went well, what improvements

need to be made, and my overall performance in Domain 3.

         To begin this lesson, we reviewed prerequisite information from the previous day’s

lesson.  With this review, I gained valuable insight and was reminded that two students were not

present for the previous day’s lesson.  I channeled component 3e and demonstrated flexibility

and responsiveness by quickly adjusting the beginning phase of the lesson and responding to

both student’s needs.  I asked for volunteers to explain our key words (shelter and materials).  I

connected the student’s personal interests by referencing buildings they may have with their toys

(a Barbie home or a Lego castle).  I asked these students to think about the materials needed to

build those buildings and to make connections. 

         After reviewing the previous days necessary prerequisite information, I communicated

the expectations for learning with the students (3a).  I shared that today’s goal was to follow

along to the story and for us to independently or with assistance be able to identify main

characters, the setting, and main events on our white boards.  After I communicated our learning

goals for the class, I gave accurate and clear directions that told the students exactly what I was

expecting from them (3a).   We began by reviewing the genre of the story, “Cubs in a Hut.” 

Students engaged in higher order thinking by explaining how they knew the genre was fantasy

and making predictions for the story based off of the cover page illustrations and title of the story

(3b).
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Domain 3 Reflection
         Throughout the beginning, middle, and end of the lesson, I used questioning and

discussion techniques to facilitate whole group discussion between the students, where I could

disengage as the center focus and allow the students to facilitate the conversation together while

mediating the dialogue.  The students became extremely involved in conversation when they

began to talk about their predictions based off of events in the story.  Students practiced

respectfully disagreeing and agreeing with other predictions.  The students were considering

each other’s responses and challenging each other’s thinking (3b).  For example, one student

predicted that the cubs would build three different houses and we would find out what material

worked best.  A different student replied, “I think the cubs will be building only one hut and they

will be building it together because the title was ‘Cubs in a hut’ but “cubs in huts.”  I

commended them both for their critical thinking and predictions.  At the end of the story, I asked

the students to show with their yes/no cards if their predictions were accurate.  I was specifically

checking to see if student’s who had inaccurate predictions could identify and express that

correctly.

         For this lesson, I specifically chose materials that have been successful in showcasing

student’s knowledge of the learning material, the students enjoy using them, and feedback is able

to be provided quickly (3c).  I asked students to use their white boards and I asked them to use

their colored disks.  Students were able to use their whiteboard to make a chart for the main

characters, setting, and main events.  They were able to draw their answers or write their

answers.  This allowed for differentiation.  Some students are not ready to move on from

drawing their thoughts and explaining them.  I allowed them to still draw should they need to,

but I also gave them the room to challenge themselves, should they want to write out their

words/sentences in their chart (3c). 

independent activity.  I monitored each student’s learning while they each participated in the

classroom discussion before, during, and after the read aloud.  I was able to closely monitor each

child’s comprehension and provide immediate, as well as, constructive feedback when listening

to their shared white board responses.  Student’s accepted their responsibility for learning by

placing their green, yellow, or red colored disk next to their chart on their white board.  A green

disk showcased they felt very comfortable with the learning material.  A yellow disk showcased

they felt comfortable but wanted a teacher to check their answer to make sure.  A red disk meant

the student was not sure and needed additional guidance.  Through constant monitoring of

student learning, feedback, and student self-assessment (3d), I was able to ensure that all students

met the learning objective or at least identify additional needs/support for students who did not

fully meet the learning objective. 

         Overall, my performance within Domain 3 was successful.  By implementing key

components from Domain 3, I was able to ensure that sixteen students met the learning

objective.  The two students who did not meet the learning objective, were able to meet 2/3 of it

by providing main characters and key events.  They were not able to identify the setting because

they were confused about the setting changing.  I did not have enough time before the students

transitioned to lunch to fully ensure the two students grasped the setting and the changing

settings.  Despite this, I was able to gain ample information to better assist me in future lessons

that day and in the future.  I was able to identify the needs of those two students, weave in

conversation about settings in different lessons that day, and also provide a setting review before

the next day’s ELA lesson.  Additionally, I made a note to create a small breakout room group if

I felt the students needed further practice with identifying the setting after the next day’s lesson.
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Domain 3 Reflection
In the future, I can spend time throughout the read aloud section identifying when the setting

changes to better assist the students and their understanding of the learning material. 

Furthermore, I would like to find ways to incorporate the student’s interest aside from the

beginning of the lesson when we review what materials and shelters are.  It is important for me

to note that even though this group was fully engaged and did not need additional motivational

tactics, future years may not always be this way.