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 all criteria for Standards S and T. Below you will find a lesson plan, various reflections on the Marzano’s strategies and Standards S and T, and artifacts to document my competency. This post refers to a lesson I taught to my HS students to help them practice the regular and irregular preterit tense in Spanish. This lesson involves creating a funny poster to create a memorable way to remember the irregularity in their assigned verb.
Instructional Strategy-Referenced Reflection
In this lesson I chose to use three different strategies: cooperative learning, non-linguistic representations, and homework and practice. This lesson went very smoothly. Students worked well together and created memorable nonlinguistic representations to share with their classmates. I would probably assign pairs the next time so that classroom management would be easier and students could be more focused on the work at hand. With more focus they would get more out of the learning and they would likely remember more as well. The cooperative learning portion should have been assigned partners for better management and work quality and for homework and practice I should impress the importance of practice through homework to get a higher percentage of work completed. My students were very receptive overall and enjoyed creating nonlinguistic representations. I teach in my own classroom so my mentor teacher generally doesn’t go over each of my lesson plans.
Standard S Criterion-Referenced Reflection
(Standard S – Content driven) My students will 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. We did not use digital technology as it is not always necessary to accomplish learning objectives.
(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.
(Standard S – Integrated across content areas) In this lesson students use mathematical reasoning in doing verb conjugations. The subtraction of the ending and the addition of a new ending to the stem is a very mathematical process. Also in creating non-linguistic representations, students were able to practice their aesthetic reasoning.
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.
(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.
(Standard T – Influenced by multiple instructional strategies) I use the different strategies from Marzano such as homework and practice for those who like written and individual work. Non linguistic representations are good for kids who like to draw and be creative. Cooperative learning is great for students that need to talk and engage with others to learn and it’s a bit of focused socialization which kids always like.
(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.
