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Reflection # 1

Eleanora Trinidad Gallo

University of Houston – Clear Lake

For partial fulfillment of

TCED 4322.04: Science Methods for EC-6

October 8, 2021
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Describe

On Friday, October 1, 2021 I did my second observation for my Science Methods

EC-6 course and my first in-person/face-to-face. It occurred from 9:00 AM – 11:15 AM, so

approximately 2 hours and 15 minutes. I observed one of Ms. Christensen’s 6 th grade

science classes that consisted of 27, 11 of them being boys and 15 of them being girls.

From what I noted this class consisted of 12 Caucasian, 5 African American, and 10

Hispanic/Asian/American Indian/more than one race. I did not identify any English

Language Learners (ELLs) initially but after conferencing with Ms. Christensen, she

mentioned that there were several ELLs from a range of different ethnic backgrounds.

When I walked into Ms. Christensen’s class, they were taking a quiz on their

laptops via Canvas. The class was organized, quiet and on task while taking their quiz and

each notified Ms. Christensen when they were done. Ms. Christensen gave them specific

directions for their laptops so that she could give them a handout, related to the lesson

they are covering, to work on for the remaining time. The classroom management that I

observed during this part of her class is a great example of classroom pedagogy, more

specifically the desist approach. Students knew what was expected of them from the

teacher and followed Ms. Christensen’s rules accordingly without any hassle or diversion.

Ms. Christensen also displayed a pedagogical approach in the classroom

throughout the day through differentiated instruction. She strategically implemented

differentiated instruction like independent study, small groups, presentation via a

technology application and class discussions. Their science activities covered the lab:

Evidence of Chemical Reactions that had taken place on Thursday, the previous day.
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Analyze

The classroom was very active and had very little idle time. The students

engaged with Ms. Christensen a lot and asked plenty of questions during lecture, as

appropriate. Ms. Christensen had a great deal of class discussions keeping the students

engaged and allowing students to share ideas, reflect, and ask questions. This classroom

was also a bit hectic for me, I am thinking it is partly due to the age group/grade. Aside

from a select few students that were disruptive and had to be redirected, the class

actively participated and stayed on task. Ms. Christensen’s classroom had 11 lab-style

tables, 3 rows and 3 columns with 2 extra desks in the back of the classroom aligned with

Ms. Christensen’s desk, each with 2 to 3 lab-style stools and a number in the center of

each table for classroom management and organization.

After the entire class finished the quiz, the students worked on the handout Ms.

Christensen gave them until it was time for electives. When it was time to depart Ms.

Christensen told the students she would be called tables by their numbers according to

whose table was clean, seated, and quiet. After each table was called on and everyone

was lined up, we walked to the elective hall and departed to the teachers copy room. This

is when she explained the next activity, her strategies for lesson planning and mentioned

that she had 2 students on the spectrum and along with ELLs. She explained that before

the lab the day before, she discussed key vocabulary and their definitions with the

students mostly to aid the ELLs with comprehension. She also went into detail about how

the activities for her regular class and her activities for her advanced class differ but still

remain focused on the same objective and overall lesson plan idea. After the students
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returned Ms. Christensen reviewed the element project with the students and asked them

to take the next 20 minutes to work on them. For the project, the students were to create

and illustrate a cartoon superhero or villain character, on the paper she provided, that

reflected their assigned element from the periodic table. They needed to include, on

paper, the properties of the element, 3 or more uses of the element, their characters

powers and creativity through an outstanding display of concept. For her advanced class,

the students were instructed to make a physical superhero or villain character out of

crafts or illustrate it on a large posterboard with 5 or more uses of the element. These

projects are a great example of the Structure and Function NGSS crosscutting concept:

“The way an object is shaped or structured determines many of its properties and

functions.” (NSTA, 2013). This NGSS crosscutting concept is demonstrated when the

students are breaking down the element into properties and explaining what some of the

elements’ uses are.

Ms. Christensen modeled the InTASC Standard #1: “Learner Development. The

teacher understands how learners grow and develop, recognizing that patterns of learning

and development vary individually within and across the cognitive, linguistic, social,

emotional, and physical areas, and designs and implements developmentally appropriate

and challenging learning experiences.” (Council of Chief State School Officers, 2011).

Ms. Christensen is aware that the two classes’ cognitive development and learning

progression differ. As a result, she modeled InTASC standard #1 by modifying the Element

Superhero/Villain project for her regular science classes and her advanced science glasses.
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The rubric is a bit more complex and calls for 2 more uses of their assigned element listed,

5 interesting facts and a more elaborate and detailed superhero or villain.

Another standard that Ms. Christensen modeled in her classroom was InTASC

Standard #7: Planning for Instruction, “The teacher plans instruction that supports every

student in meeting rigorous learning goals by drawing upon knowledge of content areas,

curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and

the community context.” (Council of Chief State School Officers, 2011). She did so when

she was discussing her lesson planning strategies with me, Ms. Christensen explained the

different instructional approaches that she exercises and the activities that she would be

using for the upcoming science lesson plan.

The two Texas Science Teaching Standards that I observed were Science Standard

II and Science Standard V. According to the Texas Essential Knowledge and Skills (TEKS)

science standards, standard II is defined as “The science teacher understands the correct

use of tools, materials, equipment and technologies.” and standard V is defined as “The

science teacher knows the varied and appropriate assessments and assessment practices

to monitor science learning.” (2017)

An example of Science Standard II is seen in the quiz portion of her class period. As

I mentioned, after the students notified Ms. Christensen that they were done she

specifically instructed them to make sure they submitted their quiz correctly, exit out of

the window, shutdown their laptops and put them away so that she could give them a

handout to work on for the remaining time. She made sure that the school laptops were

taken care of and put away properly to avoid any damage of misuse.
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Standard III can be observed through the variety of assessments Ms. Christensen

gives her classes to check for comprehension and understanding of her science lesson

objective. The quiz on the laptop, element superhero/villain project and handout given

were all related to the same objective in order to assess the students learning.

My textbook connection to this virtual field experience is Teaching science through

inquiry-based instruction. Contant, Bass, Tweed, and Carin (2018) stated “It is important

that middle school teachers present science concepts in ways that are both age

appropriate and engaging so that students continue to build on their prior knowledge and

attain the necessary background to participate successfully and responsibly in our highly

scientific and technological society (NSTA, 2003).” (Page 9)

During the class period, Ms. Christensen used different approaches and strategies

to teach the students the same concept. A classroom is full of diversity and with the range

of activities she used, she was more likely to reach a larger percentage of her students

rather than if she only taught the lesson objective using one activity or method.

I also made a connection to this field experience in a journal titled Educational

Psychologist from an article called Observational Research…Grounding Theory in

Classrooms when Good said, "one role of observational research is to describe what takes

place in classrooms in order to delineate the complex practical issues that confront

practitioners"

I feel that through my observations in Ms. Christensen’s class I will gain so much

knowledge and have so many take-aways that I otherwise would not be able to

understand without the firsthand experience of actually being in a classroom. Ms.

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Christensen has 22 years of experience teaching in the classroom and with one

observation I have already learned so much, both what I will implement in my classroom

and solutions I will look for to prevent the aspects I do not intend to have in my

classroom.

Plan for the Future

One of Ms. Christensen’s many strengths is her ability to multitask. She was able to

monitor her students, teach her lesson, redirect as necessary and still maintain her

composure with a sense of serenity. Upon entering the classroom, the students were

taking a quiz on their laptops a student was being disruptive and refusing to take the quiz

or turn around. Ms. Christensen handled the situation with an appropriate scaffold of

redirecting ultimately leading to the front office being called to prevent further

disturbance to the students still taking the test. I am sure that through her years of

experience as an educator she has learned how to manage her different classrooms with a

sense of serenity. I also really enjoyed and appreciate how she utilized her time when the

class went to electives, she used this time to lesson plan, make copies, straighten up her

classroom a bit in preparation for the classes’ return and did this all while explaining

everything to me as well. I hope to be able to manage my time for lesson planning and

preparation as well as it seems that she does. I cannot say that there were really any

weaknesses that I could pinpoint, however, I was not a fan of the number of students that

she teaches even though she was moving mountains with her classroom management

skills. The wide range of learning disabilities, BSI (behavior support intervention) students,
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ELLs and regular/advanced classes can be a lot for a teacher, and I do not know if this is

something I would take on as an educator in the future.

The element superhero/villain could be used in an art lesson where they explore

different textures, color combinations, paint, and other elements of art. Physical Science is

the science content needed to teach this lesson. Learning the structure of atoms, their

properties, uses, and chemical reactions requires comprehension of physical science

concepts and processes. Two resources that could be used in developing this lesson plan

are the Royal Society of Chemistry website and National Science Teachers Association

(NSTA) website.
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References

Contant, T. L., Tweed, A., Bass, J. E., & Carin, A. A. (2018). Teaching science through
inquiry-based instruction. Pearson.

Good, T. L. (1988). Observational research...grounding theory in classrooms. Educational

Psychologist, 23(4), 375–379. https://doi.org/10.1207/s15326985ep2304_5

NSTA. (n.d.). Classroom Resources. Retrieved from https://ngss.nsta.org/classroom-

resources-results.aspx?CoreIdea=1

RSC Education. (n.d.). Periodic Table of the elements. Retrieved from

https://edu.rsc.org/resources/periodic-table.
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DAP Reflective Writing Assignment

Every time you are in the schools for your field experience, you will be required to write a reflection, using the DAP format and based on criteria given in class. You will
complete a total of 4 reflections for this course. To help you with your reflections (ideas on what to address), see the syllabus for each day you are observing, assisting or
teaching in the classroom.
For Reflection/DAP 3 and 4, you will focus on: your experience teaching, your partner’s teaching experience, or your mentor if you are solo.; your experience teaching or
your partner’s teaching experience. Follow the rubric.
DAP Reflective Writing Rubric (35 points)
Criteria Outstanding (3) Acceptable (2) Needs Improvement (1) Unacceptable (0)
Describe  A thorough description of the  Description of circumstances,  Description of circumstances, Description component was
circumstances, situation, issue, situation, issue, product, experience situation, issue, product, missing. (0 points)
(11% of TTL Points) product, experience of the of the lesson is adequately described. experience of the lesson was
lesson presented. (1 point) (0.5 point) missing one or more
___/5  Define and describe who, what,  Define and describe who, what, when components. (0.25 point)
when and where. (Thoroughly and where. (Some components of  Either description of who, what,
describes the diversity of student diversity were omitted.) (0.5 when and where OR a thorough
classroom students and their point) description of student diversity
InTASC:
needs (gender, ethnicity, SES,  Teaching topic(s) identified. (0.5 was missing. (0.25 point)
disabilities, ELLs, cognitive point)  Teaching topic(s) not identified
aptitude, motivational levels). (1  Example of classroom pedagogy was or misidentified. (0 points)
NSTA:
point) identified but not expounded upon.  An example of classroom
 Teaching topic(s) clearly (0.5 point) pedagogy was identified but the
identified. (1 point) explanation did not match the
 Include at least one example of pedagogy identified. (0.25
classroom pedagogy such as point)
differentiated instruction,
motivational strategies,
classroom management,
questioning techniques, or
active students participation
AND an identification of how it
was used. (2 points)

Analyze/Reflect  Candidate reflects on how the  Candidate adequately reflects on three  Candidate omits two or more of Analyze component was missing. (0
teacher interacts with students, of the required components, but omits the required components (how points)
(46% of TTL Points) describes student behavior, one. (0.5 points) the teacher interacts with
identifies evidence of student  Candidate identifies the diverse needs students, describes student
___/16 learning and/or productivity, of the students in general, but does behavior, identifies evidence of
and indicates safety rules or not elaborate upon the particular student learning and/or
cautions addressed or not needs of specific students. (0.5 productivity, and indicates
addressed. (1 point) points) safety rules or cautions
InTASC:
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 Candidate reflects on what she  Candidate identifies 2 or more addressed or not addressed).
or he learned about the diverse INTASC standards and 2 or more (0.25 points)
NSTA: needs of the students. This goes science standards evident in the  Candidate neither identifies the
beyond just identifying observed lesson, but inadequately diverse needs of the students
diversity of students, but compares, connects, evaluates and or elaborates upon particular
describes particular students interprets those standards. (4 points) needs of specific students. (0
and their needs as observed by  Candidate provides examples from points)_
the class. (1 point) the lesson observed for each standard  Candidate does not identify 2
 Reflection clearly identifies, (INTASC and science) but some or more INTASC standards or
compares, connects, evaluates, examples do not match the standards. 2 or more science standards
and interprets 2 or more (4 points) and inadequately compares,
INTASC standards and 2 or  Candidate identifies an NGSS connects, evaluates, and
more science standards evident standard and DCI, but they do not interprets those standards. (2
in the lesson observed. (8 seem to match the lesson objective. points).
points) (1 point)  Candidate provides examples
 Candidate identifies at least one  Reflection clearly references and from the lesson observed for
NGSS standard observed in the compares what he or she has read in each standard (INTASC and
lesson and one Disciplinary 2 textbooks or articles (or one of science) but they do not align
Core Idea under the identified each), but references do not appear to with the lesson. (0.25 points)
NGSS standard. (1 point) correlate with the lesson. Examples  Reflection references and
 Reflection clearly references may or may not be provided. Sources compares what he or she has
and compares what candidate are not cited correctly in text and/or read in 2 textbooks or articles
has read in 2 textbooks or reference list in APA format. (2 (or one of each), but references
articles (or one of each) related points) are inappropriate OR candidate
to observation. Relation to  Reflection adequately interprets does not reference and
lesson is well articulated. events observed, but is missing one compare what he/she read.
Examples provided and sources of the following: (a) determines the Sources not cited correctly in
cited in APA format both in the impact on students; (b) makes APA format either in text or in
text and in the reference list at connections between what candidate the reference list OR sources
end of paper. (3 points) has observed and his/her own values, are not cited at all. (1 points)
 Reflection accurately interprets goals, and philosophy OR how  Reflection vaguely interprets
events observed, determines the candidate taught the lesson. (1 point) events observed, but is missing
impact on students, and makes two or more of the following:
connections between what (a) determines the impact on
candidate has observed and students; (b) makes
his/her own values, goals, and connections between what
philosophy or how candidate candidate has observed and
taught the lesson. (2 points) his/her own values, goals, and
philosophy OR how candidate
taught the lesson. (0.25 points)

Plan for the  Candidate clearly explains the  Candidate vaguely explains the  Candidate either mentions Plan for the future section is
strengths and weaknesses of strengths and weaknesses of the strengths or weaknesses of the missing from the reflection. (0
Future
the lesson observed/taught (best lesson observed/taught. Strengths lesson observed/taught, but not points)
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(25% of TTL parts of the lesson and why; and or weaknesses described do not both. (1 point)
Points) worst parts of the lesson and seem to match description of lesson.  Candidate neither indicates
why.) (4 points) (2 points) whether or not the lesson could
___/10  Candidate indicates whether or  Candidate indicates whether or not be used again or explains why
not this lesson could be used the lesson could be used again but or why not. (0 points)
again and explains why or why does not explain why or why not. (1  Candidate indicates what
InTASC: not. (2 points) point) SCIENCE CONTENT
 Candidate indicates what  Candidate indicates what SCIENCE HE/SHE would need to teach
SCIENCE CONTENT HE/SHE CONTENT HE/SHE would need to the science lesson observed
NSTA: needs to teach the science teach the science lesson observed but but the content identified does
lesson observed and identifies 2 does not identify 2 or more resources not match the lesson OR does
or more resources (cited in text that could be utilized to gain not identify 2 or more
and reference list) that could be knowledge, skills, and experiences to resources that could be utilized
utilized to gain knowledge, teach the science lesson. (2 points) to gain knowledge, skills, and
skills, and experiences to teach experiences to teach the
the science lesson. Do not use science lesson. (1 point)
Brain Pop or similar links. (4
points)

Writing and  Writing is clear, concise, and  Writing is mostly clear, concise, and  Writing is unclear and/or Writing is unclear and
well organized with excellent well organized with good disorganized. Thoughts are not disorganized. Thoughts ramble and
General
sentence/paragraph sentence/paragraph construction. expressed in a logical manner. make little sense. There are
Presentation construction. Thoughts are Thoughts are expressed in a coherent (0.5 points) numerous spelling, grammar, or
expressed in a coherent and and logical manner. (1 point)  There are more than five syntax errors throughout the
(25% of TTL logical manner. (2 points)  There are no more than five spelling, spelling, grammar, or syntax response. (0 points)
Points)  There are no more than two grammar, or syntax errors per page errors per page of writing.
spelling, grammar, or syntax of writing. (0.5 points) (0.25 points)_
___/4 errors per page of writing. (1  Directions are followed with some  Directions are disregarded,
points) margin of error. (0.5 points) resulting in numerous point
InTASC:  Directions followed precisely– deductions. (0.25 points)
paper begins with a cover page
and ends with a rubric as the
NSTA: final page. (1 point)

Total Points: _____/35

If you have taught this lesson, please attach your mentor’s comments.
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