This is my reflection on a math lesson I taught. I had been observed by a co-worker, and wanted her to observe my discussion and questioning techniques, as well as have her observe my teaching for management of materials. The lesson focus was on early division skills. I made some alterations to the lesson mid-way through, when I decided to have all of the students do a room walk in order to have more opportunity to get kids talking about what strategies they had used, and have them ask questions of each other. I was happy with the way the lesson went. The kids were engaged, and able to talk about the strategies they had used. I could see improvements with repeated trials as kids became more confident at solving the various "sharing" problems and practiced dividing their cubes up evenly, setting apart their "extras".
This is my reflection on a science lesson taught at the beginning of our unit on "Rocks, sand and silt". I was being observed by a classmate, who was observing my questioning and discussion techniques. The students had been introduced to rocks, and to some of the vocabulary used to describe them.
This lesson they were about to sort rocks according to determined criteria. The lesson began with a reading of "Peter and the Rocks", and the students worked with their discussion partners to talk at various points in the story. The students were engaged and excited about the activity.
This is my reflection on a math lesson I taught. I had been observed by a co-worker, and wanted her to observe my discussion and questioning techniques, as well as have her observe my teaching for management of materials. The lesson focus was on early division skills. I made some alterations to the lesson mid-way through, when I decided to have all of the students do a room walk in order to have more opportunity to get kids talking about what strategies they had used, and have them ask questions of each other. I was happy with the way the lesson went. The kids were engaged, and able to talk about the strategies they had used. I could see improvements with repeated trials as kids became more confident at solving the various "sharing" problems and practiced dividing their cubes up evenly, setting apart their "extras".
This is my reflection on a science lesson taught at the beginning of our unit on "Rocks, sand and silt". I was being observed by a classmate, who was observing my questioning and discussion techniques. The students had been introduced to rocks, and to some of the vocabulary used to describe them.
This lesson they were about to sort rocks according to determined criteria. The lesson began with a reading of "Peter and the Rocks", and the students worked with their discussion partners to talk at various points in the story. The students were engaged and excited about the activity.