Teaching Reflection Form For Use By: Student Teacher for Guided Reflection after Teaching a Lesson This form, from Entry 7&9 of the Portfolio, is to be completed by the student teacher as a form of reflection after the observed lesson. It may be used as an entry for the portfolio. Name: Jessica Stapleton School: Spring Valley Elementary Grade Level/Subject Area: Kindergarten/ ELA & Science Date of Lesson: 4/14/22 (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? What evidence do I have (based on observations of students) that students were actively engaged? To actively engage students, I read a picture book that was fun and engaging. The anchor charts I provided were simple yet were effective in teaching because students were able to refer to them and use them as tools to expand on ideas, and to contribute to discussions. 2. Did the students learn what I had intended (i.e., were my instructional goals and objectives met)? Were my expectations high yet reasonable? Was I persistent in helping all students achieve success? What is my evidence? My instructional goals and objectives were met. The ELA objective was for the students to write a minimum of 3 - character traits The majority of the student wrote 5 - character traits on the worksheet . For the science objective, the students worked very hard to create a model of egg stack as shown in the story. I was persistent in helping all students achieve success by providing examples on the anchor chart and writing some of their responses to demonstrate how to complete the worksheet. This encouraged and enabled student to complete the worksheet. 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 did not alter my goals, strategies, or activities as I taught the lesson. I wanted student to be successful, so I was deliberate in my student grouping before the lesson. By setting students with different abilities, it ensured that they would cooperate, and suc cess ful l y work as a team to complete the assignment and create the egg model. 4. Were my strategies and activities effective? What is my evidence? I believe my strategies were effective because I provided visuals of how to complete the worksheet . I also provided a graphic organizer on the back of the worksheet displaying different emotions , this enabled students to have a wide variety of idea of how to describe the character in the book in order to complete their assignment on character traits. For the egg model I provided an anchor chart demonstrating different ways students can stack thei r eggs in order to create the egg model similar to the story. 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? Student s were strategically paired up in advance before the lesson. I p laced numbered stickers on students’ hands before we started the lesson, so they could identify who their partner was. Students were paired up based on abilities to promote greater equity among students. Because of this strategy, students met and exceeded the expectations of the 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. T he completion of the worksheet was an effective assessment. Students were required to have written a minimum 3 character traits on their worksheets. By writing these character traits, it would demonstrate that they were able to label and identify different character traits that were displayed by a character in the book. At the end of the lesson, students shared what they wrote with the class. By doing so, it reinforced their understanding and celebrated their effort when sharing their work. 7. If I had the opportunity to teach this lesson again, what might I do differently (describe at least one thing)? Why? If I had the opportunity to teach this lesson a gain, I would take the time to assess the students differently. I felt that while I was assessing students work, many of the student who were waiting to share, were just sitting on the carpet wait ing for their turn. I could’ve made better use of the time by splitting the class into smaller groups and have the paras in the room help assess the worksheets.