Day 1 Teaching Reflection

Diana Sanchez Arrieta
Day 1 Teaching Reflection

Prompt 1- Please elaborate on what went well on Day 1 in the areas of planning (writing
your lesson/prepping for Day 1), instruction (teaching your lesson), and evaluation
(formatively assessing your teaching/student learning). What do you want to change about
your lesson or teaching moving forward with your remaining teaching days based on the
Day 1 outcome and why?
It seems to me that on day one, many things went well regarding the lesson. The
Icebreaker was an excellent way to introduce each other and simply be silly to gain the student's
trust. My lesson preparation came in handy which included putting pencils, pencil sharpeners,
and erasers in a container for students to grab and pass on to the next student, meanwhile, all the
brainstorming worksheets were together. Students were able to understand and respond to what
was being discussed in the lesson introduction regarding celebrations, associating it with their
personal experiences. They seem to have been aware of the cultural aspect of piñatas as well as
were able to clearly articulate their thoughts and ideas on paper when brainstorming to fill out
the worksheet I had prepared for them. Everyone was able to either finish it or get most of it
done during the class period, which is a great start to continue to the next step of beginning to
plan their building of the piñata. The students did seem very comfortable and overall talkative
which is great to keep a good dynamic in the classroom, but I did realize that there are a few
students that are a little bit more chatty with their peers next to them, so I am considering
changing up the seating for some to avoid any distractions in future lessons another thing that I
did notice was that Some students work a lot quicker than others meanwhile there's also a few
that are overthinking their answers. Some have begun sketching out possible designs of piñatas,
so I am going to have them think more about how they will be building this form that they have
chosen. I want to allow them to have the freedom on choosing an object they want but also set a
few parameters for them to stay within to not make it too complex in the end.
Prompt 2- Think about how you will reinforce your academic language on Day 2. Review
your vocabulary words and choose some from each category: concepts, skills, and higher
thinking verbs that you will teach and reinforce across all lessons. What academic language
did you use in your lesson on Day 1? How will you review these words and add them to
your overall vocabulary on Day 2?
In today's lesson, we talked about the meaning of celebrations, as well as the fact that
many events celebrate with piñatas. As a class, we were able to take into consideration the
multiple shapes, sizes, and scales that piñatas are built as well as reflect where each piñata would
be seen depending on the environment or celebration that's going on. Students were able to not
only see the vocabulary in the PowerPoint presentation but also apply it in their brainstorming
worksheets. This allowed students to reflect and describe any of their personal experiences or
childhood memories of special celebrations and traditions that they might have done with their
family or friends. I am planning on incorporating and repeating the vocabulary covered in today's
lesson more throughout future teaching days, whether it's a recap slide of the previous lesson in
the current PowerPoint that I make. Otherwise, simply ask them throughout the lesson when
they're working if they remember what was discussed in the last teaching day, or do a verbal pop
quiz to see who remembers the previous content that we had covered.
Prompt 3- Reflecting on formative assessment, what concepts, ideas, or skills did you need
students to understand on Day 1? Give specific evidence. Did your students successfully
demonstrate their understanding, or did they struggle to understand lesson concepts? In
what ways? What might you change or add to your lesson to help students better
understand the lesson concepts moving forward on Day 2? (such as closure questions, think
sheet examples, student artwork, additional artist examples, etc.)
Through the formative assessment that I gave my students today, they were able to
brainstorm ideas for special celebrations they have done with their families and friends. Students
were able to understand that everyone comes from very diverse cultural backgrounds, as well as
different family dynamics that have their special traditions and celebrations. The worksheet that I
gave them, was not only related to celebrations such as parties or family gatherings where friends
come together, instead, I wanted them to take into consideration and think of the small special
things that we celebrate in life. Many of us take for granted many small special moments, some
only focus on those that make us happy, yet others might not perceive them the same way we do.
For example, when I asked students to think about a memorable event that had occurred during
their childhood, one student answered “My brother's graduation”. Meanwhile, another student
answered the same question with “my Grandpa's funeral”. Although both answers are so
different from each other, they are completely valid because they are both approaching the
question and interpreting it differently in their own particular way. Not only that but also the
distinct emotions each felt were very contrasting during the time of their chosen event. Moving
on to teaching day 2, I am considering doing more of a debrief of what students' perspectives are
about the lesson and hearing their thoughts.

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Diana Sanchez Arrieta

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