Reflection for Glazing Lesson
Overall the lesson was a success. In general I need more confidence. I think this could come from more planning. I have the artyness, but not the Dukyness. What I mean by that is I know what to say but I am having a hard time getting it out. The slideshow was the weakest point of the lesson. I would have liked to get the class more engaged. I liked Marians suggestion of using the questions I had intended for review into the middle of the lesson. Instead of asking questions as students are walking out the door I should check for understanding in the middle of the class. But during the slideshow I was feeling nervous so I rushed.
Demo felt rushed too. I really needed to practice my speech more. Not just in the beginning, but all the way through. My lesson was take the time to listen when people speak to you, maybe I should have taken more time to prepare what I was going to say. This lesson was a good example of how a good lesson can turn into mediocre lesson simply because of a lack of planning. The content was there but the delivery wasn't.
The next day Duke asked the students to give me feedback about my lesson. They told me that I needed to voice up! They let me know that I needed to be more confident. They also told me I needed to have more information on the powerpoint. Kids are great at picking up your weaknesses. They weren't sold on the slideshow either. The best comment I recieved came from Payton. He said that he liked that I took the time to talk to each student. I was happy to hear the students knew I was invested in them and working hard but still had plenty of room for improvement.
Demo felt rushed too. I really needed to practice my speech more. Not just in the beginning, but all the way through. My lesson was take the time to listen when people speak to you, maybe I should have taken more time to prepare what I was going to say. This lesson was a good example of how a good lesson can turn into mediocre lesson simply because of a lack of planning. The content was there but the delivery wasn't.
The next day Duke asked the students to give me feedback about my lesson. They told me that I needed to voice up! They let me know that I needed to be more confident. They also told me I needed to have more information on the powerpoint. Kids are great at picking up your weaknesses. They weren't sold on the slideshow either. The best comment I recieved came from Payton. He said that he liked that I took the time to talk to each student. I was happy to hear the students knew I was invested in them and working hard but still had plenty of room for improvement.
Reflection for Abstraction Lesson
All in all today’s lesson went well; the slide show was a really good foundation for conversations during the rest of the class period. It was nice to have students quickly and freely referencing artists such as Monet and Picasso. Before each lesson I let two or three students know I would be calling on them during the lesson. I like this technique because it gives the student time to think about their answer and helps the flow of conversation run much more smoothly.
The pre and post assessments were a partial success. I didn’t need to print a pre and post assement, especially because they were the exact same quiz. If it were the exact same quiz at the beginning and end of a semester that is one thing, but at the beginning and end of a single class period is really just a waste of paper. The most important question asked students to define abstraction in their own terms. On the post assessment I asked them to re-define abstraction and discuss if they had learned anything or if their view had changed. I should have just had them write this on the back of the pre-assessment. Students were not excited to fill out the exact same sheet twice. Even though it is ultimately less paperwork I feel that the responses from students would be more genuine this way because they would have more time to think and less busy work.
It’s amazing how much your lesson improves after just one class period. I had practiced my speech several times but when you practice in the mirror you memorize the words of your speech and the order you would like to present them in. Practicing in the mirror does not let you know that your opening joke is totally lame, or that one of your topic questions is a bit confusing, or that you did not incorporate enough wait time for students to finish their pre- assessments. There was a huge difference in my comfort level during the lesson in third period. This is because second period showed me what was going to work and what needed to be changed. During my
lesson during third period I was much more attentive to the class. Throughout the whole lesson I asked students, “Who thinks this is interesting? Who’s with me? Who’s excited?” They were much more engaged than the previous class and this is because I was less concerned with what I was going to say and more focused on how to say it.
I enjoyed how Duke asked the students help him answer the questions on the evaluation sheet. Over the pastsemester the Duke and I have established a good working relationship so heknows that I have a good sense of humor and a thick skin an can take the sharp truth the students give as feedback. By asking the students to help him fillout the evaluation form I learned much more than I would if he had filled itout alone. The responses from the students are very valuable to me; overall they liked the lesson but pointed out that I still need to improve on my preparation and presentation.
The pre and post assessments were a partial success. I didn’t need to print a pre and post assement, especially because they were the exact same quiz. If it were the exact same quiz at the beginning and end of a semester that is one thing, but at the beginning and end of a single class period is really just a waste of paper. The most important question asked students to define abstraction in their own terms. On the post assessment I asked them to re-define abstraction and discuss if they had learned anything or if their view had changed. I should have just had them write this on the back of the pre-assessment. Students were not excited to fill out the exact same sheet twice. Even though it is ultimately less paperwork I feel that the responses from students would be more genuine this way because they would have more time to think and less busy work.
It’s amazing how much your lesson improves after just one class period. I had practiced my speech several times but when you practice in the mirror you memorize the words of your speech and the order you would like to present them in. Practicing in the mirror does not let you know that your opening joke is totally lame, or that one of your topic questions is a bit confusing, or that you did not incorporate enough wait time for students to finish their pre- assessments. There was a huge difference in my comfort level during the lesson in third period. This is because second period showed me what was going to work and what needed to be changed. During my
lesson during third period I was much more attentive to the class. Throughout the whole lesson I asked students, “Who thinks this is interesting? Who’s with me? Who’s excited?” They were much more engaged than the previous class and this is because I was less concerned with what I was going to say and more focused on how to say it.
I enjoyed how Duke asked the students help him answer the questions on the evaluation sheet. Over the pastsemester the Duke and I have established a good working relationship so heknows that I have a good sense of humor and a thick skin an can take the sharp truth the students give as feedback. By asking the students to help him fillout the evaluation form I learned much more than I would if he had filled itout alone. The responses from the students are very valuable to me; overall they liked the lesson but pointed out that I still need to improve on my preparation and presentation.