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ST Reflection 2

The teacher observed two students engaged throughout a place value game lesson. Both students demonstrated an understanding of place value and using an open number line to subtract. During the lesson, the teacher adjusted the pacing by having students flip cards simultaneously instead of individually. Feedback opportunities were limited but the teacher confirmed subtraction work was correct. The teacher felt the game engaged students and thinks hands-on lessons are effective.

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138 views

ST Reflection 2

The teacher observed two students engaged throughout a place value game lesson. Both students demonstrated an understanding of place value and using an open number line to subtract. During the lesson, the teacher adjusted the pacing by having students flip cards simultaneously instead of individually. Feedback opportunities were limited but the teacher confirmed subtraction work was correct. The teacher felt the game engaged students and thinks hands-on lessons are effective.

Uploaded by

api-538750859
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teacher: Alexia Gruhn Observation#: #2 Date: 1/13

Lesson Reflection Form

Please respond to the following questions as you review your lesson. Please send your
responses to me with your lesson plan and video of your teaching.

Lesson Title: Place Value Game- 1/13

1. As I reflect on the lesson, to what extent were students productively engaged?

Both students were engaged in the lesson, and both seemed to really understand and enjoy the
game. The one student even shared that he thought the game was fun. I had a lot of
participation and response from both students throughout the whole lesson.

2. Did the students learn what I intended? Were my instructional goals and identified standards
met? How do I know?

Yes, I feel that both students had a strong grasp and understanding of the material being
taught. They both played the game with intent and when prompted with a question they
responded with an answer that showed they understood place value and the importance of
place value. They also demonstrated an understanding of how to use an open number line to
jump up.

3. Did I alter my goals or instructional plan as I taught the lesson? If so how and why?

During the lesson, I noticed that flipping each card individually was taking quite a bit of our time,
so I started having both students flip their cards at the same time. I originally planned to have
both students record the subtraction strategy on their white boards, but I found it easier and
more beneficial to do it all together on the board and just have them take turns telling me the
next steps to take. I also planned to use the strategy for each problem, however with the
numbers we were ending up with during the game, the strategy wasn’t always necessary.
Sometimes it was just as quick to do mental math to subtract the numbers since they were so
close together. At the end of the lesson, I turned off the camera and didn’t record the
independent practice, but I had each student work on subtraction problems to practice the
strategy. One of the students had to use the bathroom, so they were both at completely
separate points of the subtraction problems, so I had to jump back and forth between students
to give them the next problem.
4. If I had the opportunity to teach the lesson again, what would I do differently? Why?

If I could do the lesson again, I would have kept recording the next part where they practiced
the problems on their own. I also would have printed off a worksheet for them to each have so
that they could have gone at their own pace and didn’t have to wait for me to read the problem
to them. I also might have had an exit ticket ready to go to fill out before they left. Also, I would
have inserted more questions to make them think about place value while teaching.

5. How do you feel you did in giving feedback to students while you were teaching in the areas
of answering their questions and providing information on their progress?

I feel for this lesson, I didn’t create that much opportunity for feedback. While they were working
on their subtraction problems at the end, I would check to make sure their work and answer
looked correct and that they were starting with the correct number.

6. Any other comments you would like to share?

I really liked the game part of the lesson and think it engaged both of them. Going forward, I
love the idea of using manipulatives and lessons that allow for students to be hands on.

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