Lesson Reflection
Introduction to this artifact: For EDU6136, Content Area Methods, I created three lesson plans incorporating in each plan three of Marzano’s instructional strategies outlined in Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement (2001). This is one of three lesson plans I will be posting along with detailed reflections of how these lessons demonstrate my competency on many criteria for Standards S and T. Below you can find a lesson plan, various reflections on Marzano’s strategies and Standards S and T, and artifacts that document my competency. This post refers to a lesson I taught to eighth graders to help them practice three different verb tenses in Spanish. This lesson involves note taking, Venn diagramming and lots of questioning.
Instructional Strategy-Referenced Reflection
In this lesson I implemented identifying similarities and differences, summarizing and note taking, cues, questions and advance organizers from Marzano’s strategies. I think this lesson went very well because it was a learning opportunity that necessitated lots of questions from the students and different ways to organize the complicated material they were learning. The students were glad to see the different connections between the different tenses of verbs and they really enjoy graphic organizers that can help them compare and contrast things. It makes it easier to understand all of the things together and really see the differences than to learn each separately and forget one while they are learning the other. I think each strategy was good on by itself and together but the part of the lesson that did not go well was the fact that I tried to compact all of the material and learning into a 45 minute period. Students would have benefitted from having a longer period, such as our 85 minute ELO, or two class periods to spread out the learning and answer more questions. I teach in my own classroom so I did not get any input on this lesson from my mentor teacher.
Standard S Criterion-Referenced Reflection
(Standard S – Content driven) By seeing the material presented in a comparative manner, students can now more easily use the information shared and gathered during this lesson to communicate in all forms, reading, writing, listening and speaking. It is a very multi-functional lesson. All of our learning can usually be applied to multiple situations. It is a good reading and writing skill to be able to make a Venn Diagram as well because it can be used in literature analysis.
(Standard S – Aligned with curriculum standards and outcomes) All of the teaching I do is very standards based. Our school focuses on reporting assessment through a standards based report card so I align everything to a standard and learning target. Also as a department we focus on sharing learning targets during each lesson so students can be more aware of their learning. I think the students were very receptive to seeing a lot of material presented at once even though it meant that we were using several learning targets.
(Standard S – Integrated across content areas) Students use mathematical reasoning to think about different verb conjugations and endings in the context of the Spanish language in this lesson. The subtraction of the ending and the addition of a new ending to the stem is a very mathematical process. The Venn diagram is also a very scientific process and it the comparison skill used in identifying similarities and differences is a skill that can transfer across disciplines. They can also use a Venn diagram in humanities.
Standard T Criterion-Referenced Reflection
(Standard T – Informed by standards-based assessment) As I mentioned previously I used standards based assessment often as required by my school report card system. I will give a quiz before I give a final summative assessment and I give informal checks and feedback as students are working in groups. At the end of the lesson I ask for a thumbs up self evaluation which makes the students think about their learning and lets me know how they are doing too. I also had students answer some questions similar to those that they answered in the anticipatory set so they could see their growth from one period of instruction.
(Standard T – Intentionally planned) Students definitely benefit from standards based planning that refers to a learning target. I have found my students to be very receptive and thankful to have learning targets introduced at the beginning of each lesson. They appreciate graphic organizers and strategies to help remember the tricky facts and rules in Spanish.
(Standard T – Influenced by multiple instructional strategies) I use the different strategies from Marzano such as note taking for those who like written and individual work. Venn diagrams representations are good for kids who need more visual organization. Cues and questioning are great for students that need to talk and engage with others and the teacher to learn.
(Standard T – Informed by technology) We did not use technology in this lesson but they often use it in other situations in class such as project time.
